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Smith, Tami Kopischke; Connolly, Faith; Pryseski, Charlene – Baltimore Education Research Consortium, 2014
The term "school climate" has been around for more than a hundred years to explore the idea of school environmental or contextual factors that might have an impact on student learning and academic success. During the past three decades there has been growing research to support the importance of a positive school climate in promoting…
Descriptors: Educational Environment, School Culture, Principals, Teacher Role
Dinama, Baamphatlha – Perspectives in Education, 2010
I explore the ways in which RE teachers understand and implement a multi-faith Religious Education curriculum in Botswana junior secondary schools. The multi-faith RE curriculum came about as a result of an educational policy change in 1994. The study is based on case studies and draws its data from classroom observations, interviews and documents…
Descriptors: Secondary Schools, Foreign Countries, Teacher Attitudes, Educational Policy
Levitt, Mairi; Muir, Fiona – British Journal of Religious Education, 2014
In England and Wales, religious education (RE) in non-faith schools has gradually changed from Christian education to the study of many religions and philosophies. However, the core values of RE have continued to be related to concerns about social cohesion and the building of shared values. The article briefly discusses changes in RE since 1944…
Descriptors: Foreign Countries, Religious Education, Educational History, Educational Change
Keddie, Amanda – International Journal of Inclusive Education, 2014
This paper explores issues of equity and group identity at "Hamilton Court," a large comprehensive multi-faith and multi-cultural school located in England. The exploration draws on data gathered from a study that examined the conditions, structures and practices associated with productively addressing issues of justice and cultural…
Descriptors: Foreign Countries, Social Justice, Ethnic Diversity, Whites
Nehring, James H.; Szczesiul, Stacy – Journal of Educational Change, 2015
This study examined four secondary schools in Northern Ireland serving a significant percentage of low income families: two schools from the "Maintained" (de-facto Catholic) sector, one school from the "Controlled" (de-facto Protestant) sector, and one school from the "Integrated" (mixed faith) sector. The objective…
Descriptors: Foreign Countries, Accountability, Secondary Schools, Thinking Skills