School culture and school performance : an explorative study into the organizational culture of secondary schools and their effects

By R. Maslowski. 2001

138 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2dbaa7cb54be25fa979f6b33ea25d9accafe831c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Chang Zhu
2. G. Devos
3. Martin Valcke
4. Jo Tondeur
5. Catalina Lomos
6. N. Engels
7. M. Krüger
8. Hilde Van Keer

Citations in the corpus

• Factors Affecting Teachers' Use of Information and Communication Technology. (2009, background): “School culture can be defined as the basic assumptions, norms and values, and cultural artifacts that are shared by school members (Maslowski, 2001, pp. 8–9).”
• Principals in schools with a positive school culture (2008, background): “…as “the basic assumptions, norms and values, and cultural artefacts that are shared by school members, which influence their functioning at school” (Maslowski 2001, 8–9), plays a significant role in enhancing school effectiveness (Heck and Marcoulides 1996; Sammons, Hillman and Mortimore 1995).”
• ICT integration in the classroom: Challenging the potential of a school policy (2008, background): “School culture can be defined as ''the basic assumptions, norms and values, and cultural artefacts that are shared by school members'' (Maslowski, 2001, pp. 8–9) .”
• Professional communities and student achievement – a meta-analysis (2011, background): “In order to make our database even more substantial, we also reviewed unpublished work, such as dissertations, where there is traditionally more room for the experimental development of theoretical frameworks (e.g., Alberta Education, 2006; Coleman, 2005; Cranston, 2007; Feger & Arruda, 2008; Kullma”
• Organizational culture and instructional innovations in higher education (2014, background): “…in decision making (Devos et al., 2007), structured and supportive leadership behaviour (Hallinger, 2003; Hoy and Miskel, 2008; Hoy and Tarter, 1997; Leithwood and Jantzi, 2000), innovation orientation (Maslowski, 2001) and shared vision among members (Zhu et al., 2009; Zhu et al., 2011).”
• The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment (2017, methodology): “These concepts were operationalized and measured using existing scales (Aelterman et al., 2002; Gibson and Dembo, 1984; Hulpia et al., 2009; Leithwood and Jantzi, 1999; Louis et al., 2010; Maslowski, 2001; Pearson and Hall, 1993; Staessens, 1990).”
• Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school (2011, background): “school that are shared by school members, which influence their functioning at the school (Maslowski 2001).”
• Educational Leadership and Student Achievement: The Elusive Search for an Association (2003, background): “Different school cultures can indeed be distinguished with different consequences for student outcomes (Maslowski, 2001).”
• A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics (2008, background): “A final characteristic emerging from the literature regarding ICT integration is ‘school culture’ (e.g. Kennewell et al. 2000; Tearle 2003), which can be defined as ‘the basic assumptions, norms and values, and cultural artefacts that are shared by school members’ (Maslowski 2001, pp. 8–9).”