Unfreezing School Reputations: The Role of Social Cognitive Flexibility (original) (raw)
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Anti-Lemons: School Reputation and Educational Quality
2009
argued that a free market in which schools compete based upon their reputation would lead to an efficient supply of educational services. This paper explores this issue by building a tractable model in which rational individuals go to school and accumulate skill valued in a perfectly competitive labor market. To this it adds one ingredient: school reputation in the spirit of Holmstrom (1982). The first result is that if schools cannot select students based upon their ability, then a free market is indeed efficient and encourages entry by high productivity schools. However, if schools are allowed to select on ability, then competition leads to stratification by parental income, increased transmission of income inequality, and reduced student effort---in some cases lowering the accumulation of skill. The model accounts for several (sometimes puzzling) findings in the educational literature, and implies that national standardized testing can play a key role in enhancing learning.
2009
Behavioural adjustment problems in schools are becoming matters of increasing concern among professionals of education and psychology. Although it is well-known that adolescence is a period of particular risk for involvement in antisocial activities, there are still questions to be addressed if we are to understand the whys behind such behaviours, and especially why this problem is present or is more serious in some adolescents than in others. There is now greater consensus among researchers regarding the role played by family in the origin and development of behavioural problems in children. Particular characteristics of the family environment, such as negative or avoidant communication between parents and children and the lack of parental support , have been highlighted in this context. However, an intrinsic feature of the adolescent period is its opening to new relations with significant others apart from parents, mainly peers and teachers, as well as to new social contexts such as the school. In this communication we analyse the relevance of social life at school, school environment and school experience in adolescent behavioural adjustment. We particularly examine the link among social experience at school and other two factors that have caught the attention of researchers in the last two decades but that unfortunately have not been addressed in depth in the scientific literature: we are referring to attitude to formal authority and social reputation among peers. With attitude to authority we refer in the present communication to the attitude the adolescent holds towards the school as a Estefanía Estévez and Nicholas Emler 2 formal institution and towards teachers as formal figures. Social reputation among peers makes reference to the social recognition on the part of others in the same classroom or school. Both factors, namely attitude to school and reputation among peers seem to be closely associated to antisocial behaviour among students and, from our point of view, both deserve more attention as well as a jointly consideration and analysis due, on the one hand, to their link and join contribution to the explanation of certain risk behaviour that occur in schools and, on the other hand, to their important implications for the design of prevention and intervention programs at the school settings.
Who's Known and What's Important in Forming a School Reputation
2016
Private English-language international schools saw a dramatic upward growth trend in recent years, with student enrollment reaching 4.2 million in 2015. This growing body of international schools face powerful supply and demand forces when recruiting Western credentialed teaching professionals. Existing literature provides limited knowledge in regard to what forms school reputation and how strongly a school's reputation relates to its appeal to prospects. Our study aims to identify the latent constructs underlying the measured school reputation variables based on teachers' perspective. This study also examines the relationship between teachers' ratings and their intention in applying to a school. Design/methodology/approach (100 words) Quantitative, cross-sectional data were collected using Likert scale instrument from 402 teachers in three international schools that were members of East Asia Regional Council of Schools (EARCOS). We used exploratory factor analysis to identify a set of related, latent constructs that formed school reputation. Additionally, we used descriptive analysis in highlighting the factors and measured variables that mattered to participants in their selection of international school employers. We then conducted simple correlation analysis to determine the relationship between school reputation and the likelihood that candidates would apply to a school. Findings (100 words) Our exploratory factor analysis demonstrated the existence of six latent constructs underlying international school reputation: school leadership, school location, employee compensation, school feature, peer view of school, and school ownership and history. Additionally, our descriptive statistical analysis revealed teachers, when seeking for international school employers, attached greatest importance to salary and benefits and collegial, supportive working environment led by effective school leaders. This was in great contrast to the very little attention they attached to school accreditation status. Finally, our correlation analysis discovered a very strong positive relationship (r = .89, p < .001) between school reputation and teachers' likelihood to apply.
The Concept of Maintaining Personal Reputation in Educational Institutions
KnE Social Sciences
A reputable institution needs individuals who are able to maintain their personal reputation. This applies to all lecturers, education staff, and students. By maintaining a good personal reputation, the institution’s reputation will also be safeguarded. The objective of the study is to explore the concept of maintaining a good personalreputation from the perspective lecturers, education staff, and students of the Faculty of Language and Art, Universitas Negeri Semarang. Sources of data in this study came from lecturers and education staff in the faculty. The data was collected using a questionnaire which was then analyzed using a qualitative approach of Miles, Huberman, and Sadana. The results show that more than 89% of respondents at the Faculty of Languages and Arts agree and strongly agree to maintain their personal reputation. Most of them use WhatsApp that is equipped with group and status features that give everyone the opportunity to share what they feel and build their reput...
Students' Perceptions Regarding Reputation of Primary Schools
2007
The aim of this study is to investigate students’ perceptions regarding reputation of primary schools and to interpret the differences among the students’ perceptions. Descriptive survey research has been made in this study. The sample consists of 258 students who have been trained at primary schools. Data were collected by using a questionnaire in the 2005–2006 educational seasons and were analyzed by using SPSS software. The results of this study could be summarized as follows: There are no significant differences among the students’ perceptions according to type of schools and gender variables. There is a just significant difference according to class variable. All of the students who have been trained ever in the public school or in private school expressed that; they considered reputation of their schools insufficient. For this reason, the quality of education must be increased insofar as one is able in schools.
With a notice that was issued by the Ministry of National Education, all the public high schools were gradually converted into Anatolian High School as of 2010. The aim of this research is to determine the criteria of school reputation of Anatolian High schools and how and to what extent the criteria changed after the notice was issued. Qualitative research was conducted in this research. The procedure of data collection is rooted in a maximum variation sampling. Anatolian High schools located in Buca, İzmir, were classified according to students' placement scores and by dividing these schools according to levels such as upper, low and intermediate, two school principals from each level were interviewed face-to-face. The data were analyzed with the computer programme MAXODA. The findings were edited considering the implementation of converting general high school into Anatolian High School. According to the findings, school reputation is influenced by 7 themes, namely " Being a Preferable School, The Education Quality of the School, Relationships with the Environment, The Adequacy of Financial Resources, The Service Quality of the School, Management Skills and The Effect of the Conversion of Anatolian High Schools. " It was understood that the school reputation of schools that were Anatolian High schools before the notice was issued declined whereas the school reputation of schools that were converted into Anatolian High school with the notice increased.
Social psychological analyses of educational dynamics
European Journal of Psychology of Education, 2007
"Is there anything you know entirely off your own bat? Your knowledge depends pervasively on the word of others… We live in a sea of assertions and little if any of our knowledge would exist without it". This quotation 1 underlines the epistemological legitimacy of the study of social influence processes when considering how knowledge is acquired and transformed, a crucial question in education. The aim of this thematic issue was then to bring together a series of original empirical studies addressing the social influence processes at work in learning, acquiring knowledge, academic performance, and social attitudes, with the more general aim to assess the significance of social psychological contributions to educational research.
Developmental Psychology, 2008
The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacherrated skills and changed over time as a function of grades earned at the prior assessment. Path-analytic models indicated bidirectional associations between PAR and academic self-concept, teacher-rated academic effort, and grade point average. There was little evidence that changes in self-concept mediated the association between PAR and effort and GPA or that changes in effort mediated the association between PAR and GPA. Results suggest that peers may possess unique information about classmates' academic functioning, that children's PARs are psychologically meaningful, and that these reputations may serve as a useful marker of processes that forecast future academic engagement and performance.