DOCSLIB.ORG

Students' and Teachers' Experiences and Perceptions of Studying in Bils

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Students' and Teachers' Experiences and Perceptions of Studying in Bils Students' and teachers' experiences and perceptions of studying in ‘Bilim-Innovation’ lyceum - boarding schools in Kazakhstan By Talgat Zhussipbek A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy The University of Sheffield Faculty of Social Sciences School of Education March 2019 ii Students’ and teachers’ experiences and perceptions of studying in BILs Abstract iii Abstract Since regaining its independence in 1991, the government of Kazakhstan has adopted a number of reforms to the education sector aimed at improving the academic performance of secondary school students. In 1992, Bilim-Innovation Lyceum- boarding schools (BIL) (formerly Kazakh-Turkish Lyceums) were established in a number of cities of the country. Since then, BIL schools have demonstrated remarkable performances. Students have received thousands of prizes in various competitions. There is a prevalent opinion that the primary factor that leads these schools to success is a single-sex environment. However, things are complicated by the fact that school features such as student selectiveness, boarding hall, school climate and scope of teachers’ roles may also play a significant role. This research used a qualitative case study strategy to explore students’ and teachers’ perceptions of studying in BIL schools. The qualitative data were analysed using the method of thematic analysis. The findings of this study indicate that the primary reason why students like studying in BILs and what encourages their academic achievements is the school climate, specifically the relationship among students and strong friendships. The study also demonstrated that teachers’ and tutors’ roles are considered main factors in students’ achievements. The study revealed that a single-sex environment is seen as one of the many school features, rather than the primary one, that contributed to learners’ success. My findings also suggested that the student selection process may have a detrimental influence on students. In addition, this study suggests that selective schools may exacerbate social inequality by ‘creaming off’ the most able students and preventing them from mixing with the wider population. This situation is then likely to cause divisions between those in society educated at selective schools and those not. In other words, a form of class division, which may promote an issue of ‘us’ and ‘them’ relationships. iv Students’ and teachers’ experiences and perceptions of studying in BILs Table of Contents v Table of Contents ABSTRACT.................................................................................................................................................. III TABLE OF CONTENTS.............................................................................................................................. V ACKNOWLEDGEMENTS ........................................................................................................................ IX ABBREVIATIONS ...................................................................................................................................... XI INTRODUCTION ................................................................................................................. 1 1.1 INTRODUCTION ......................................................................................................................................... 1 1.2 CHOICE OF RESEARCH AREA ..................................................................................................................... 2 1.3 AIMS OF THE STUDY .................................................................................................................................. 5 1.4 THE CONTEXT OF KAZAKHSTAN AND ITS EDUCATION SYSTEM ............................................................... 6 1.4.1 Kazakhstan and its educational development during and post the Soviet era .................. 6 1.4.2 Structure of the contemporary education system .................................................................. 9 1.5 DEFINITIONS OF ‘GIFTEDNESS’ IN RELATION TO KAZAKHSTANI EDUCATION SYSTEM ......................... 12 1.5.1 Educational Olympiads ........................................................................................................... 14 1.5.2 Unified National Test (UNT) ................................................................................................... 15 1.6 BILIM-INNOVATION LYCEUMS (KAZAKH-TURKISH LYCEUMS) ............................................................ 17 LITERATURE REVIEW ...................................................................................................... 21 2.1 INTRODUCTION ....................................................................................................................................... 21 2.2 THEORETICAL INSIGHTS INTO THE CURRENT STUDY .............................................................................. 22 2.2.1 BILs as ‘Total Institutions’ ....................................................................................................... 22 2.2.2 Pierre Bourdieu’s notion of ‘Social and Cultural Capital’ ................................................... 24 2.2.3 Cognitive Dissonance ............................................................................................................... 29 2.3 SEX-SEGREGATION .................................................................................................................................. 30 2.3.1 A brief overview ....................................................................................................................... 31 2.3.2 Arguments in favour of single-sex schooling ....................................................................... 35 2.3.3 Arguments against single-sex schooling ............................................................................... 38 2.4 STUDENT SELECTION ON THE BASIS OF ACADEMIC ABILITY, AND ITS IMPLICATIONS ........................... 41 vi Students’ and teachers’ experiences and perceptions of studying in BILs 2.4.1 BILs as grammar schools.......................................................................................................... 44 2.5 FAMILY BACKGROUND CHARACTERISED BY THE RELATIVE SOCIAL ADVANTAGE ................................ 46 2.5.1 Parental engagement ................................................................................................................ 48 2.6 BILS AS BOARDING SCHOOLS .................................................................................................................. 51 2.6.1 Boarding schools in the USSR ................................................................................................. 53 2.7 SCHOOL CLIMATE .................................................................................................................................... 57 2.7.1 Peer relationship / Friendship ................................................................................................. 59 2.7.2 Teachers’ role ............................................................................................................................. 61 2.7.3 Teachers’ self-efficacy and development ............................................................................... 63 2.8 CONCLUSION .......................................................................................................................................... 65 METHODOLOGY ............................................................................................................... 66 3.1 INTRODUCTION ....................................................................................................................................... 66 3.2 RESEARCH DESIGN .................................................................................................................................. 66 3.2.1 Research paradigm ................................................................................................................... 66 3.2.2 Qualitative case study strategy ............................................................................................... 68 3.3 RESEARCH SAMPLE.................................................................................................................................. 72 3.4 PILOTING ................................................................................................................................................. 73 3.5 DATA COLLECTION PROCEDURES ........................................................................................................... 78 3.5.1 Unstructured interviews .......................................................................................................... 78 3.5.2 Focus group ............................................................................................................................... 81 3.5.3 Translation and transcription of the data .............................................................................. 82 3.5.4 Participant observation ............................................................................................................ 84 3.6 DATA ANALYSIS ...................................................................................................................................... 86 3.7 ROLE OF THE RESEARCHER ..................................................................................................................... 90 3.8 ETHICAL CONSIDERATIONS
Load more

Recommended publications
  • Linus J. Guillory Jr., Phd, Chief Schools Officer DATE
    Linus J. Guillory Jr., PhD LOWELL PUBLIC SCHOOLS Chief Schools Officer Phone: (978) 674-2163 155 Merrimack Street E-mail: [email protected] Lowell, Massachusetts 01852 TO: Dr. Joel Boyd, Superintendent of Schools FROM: Linus J. Guillory Jr., PhD, Chief Schools Officer DATE: September 27, 2019 RE: Update on the Latin Lyceum The following report is in response to a motion by Gerard Nutter & Andy Descoteaux: Administration to explain the change in philosophy regarding class location for the Latin Lyceum and Freshman Academy. Robert DeLossa prepared a response for Head of Lowell High School Busteed. The entirety of the response is reflected herein. From: Robert DeLossa To: Marianne Busteed Date: 25 September 2019 RE: Response to School Committee Motion with regard to the change of Freshman location to FA for Lyceum Students With regard to the question of whether the decision to house the teachers of Freshman Lyceum students in the Freshman Academy reflected a change of philosophy underlying the Lowell Latin Lyceum, I can state categorically that it did not. The underlying philosophy of the LLL remains the same as it has since the beginning of the Lyceum. Below I will point to two different areas to consider. The first is that the move to the Freshman Academy actually is more consistent with the philosophy of the Lyceum than the previous arrangement. Second, the move to the Freshman Academy better supports the individual needs of Lyceum students, who because of their academic giftedness and creativity, often need more social-emotional support than the previous arrangement provided. That support is physically located in the Freshman Academy.
    [Show full text]
  • An Analysis of the Effects of Boarding School on Chinese Students’ Academic Achievement
    FIRE: Forum for International Research in Education Vol. 6, Iss. 3, 2020, pp. 36-57 COMPENSATING FOR FAMILY DISADVANTAGE: AN ANALYSIS OF THE EFFECTS OF BOARDING SCHOOL ON CHINESE STUDENTS’ ACADEMIC ACHIEVEMENT Minda Tan1 Shandong Normal University, China Katerina Bodovski Pennsylvania State University, USA Abstract China implemented a policy to improve education equity through investing in boarding programs of public schools in rural and less-developed areas. However, this policy has not been informed by empirical research in the Chinese context. By using the nationally representative longitudinal data, this study investigates whether and to what extent boarding schools compensate for children's family disadvantages in terms of mathematics and reading achievement. The findings, drawn from multilevel logistic regression and hierarchical models, indicate that students from low-SES families or rural areas tend to board at schools. Boarding students performed better than day students in 8th-grade mathematics tests. Among students with essential needs, those residing at school during the week significantly benefitted in their school performance in both subjects. Overall, it appears that governmental investment in boarding programs can, to some extent, compensate for some family disadvantages. Keywords: boarding school; academic performance; socioeconomic status; family support; education equity 1 Correspondence: Minda Tan, 88 Wenhuadong Road, Shandong Normal University, 250014, Jinan, Shandong Province, China; Email: [email protected] M. Tan & K. Bodovksi 37 Introduction Family educational resources are unequally allocated among families within countries. In China, students from socioeconomically disadvantaged families are challenged to achieve academic success similar to that of their peers because their parents cannot provide adequate financial and cultural resources (Luo & Zhang, 2017) .
    [Show full text]
  • The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗
    The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗ Vilsa E. Curtoy Roland G. Fryer, Jr.z October 14, 2012 Abstract The SEED schools, which combine a \No Excuses" charter model with a five-day-a-week boarding program, are America's only urban public boarding schools for the poor. We provide the first causal estimate of the impact of attending SEED schools on academic achievement, with the goal of understanding whether changing both a student's social and educational en- vironment through boarding is an effective strategy to increase achievement among the poor. Using admission lotteries, we show that attending a SEED school increases achievement by 0.211 standard deviations in reading and 0.229 standard deviations in math, per year of attendance. Subgroup analyses show that the eff ects are entirely driven by female students. We argue that the large impacts on reading are consistent with dialectical theories of language development. ∗We are grateful to Eric Adler, Anjali Bhatt, Pyper Davis and Rajiv Vinnakota for their cooperation in collect- ing data necessary for this project. Matt Davis, Will Dobbie, and Meghan Howard provided exceptional research assistance. Support from the Education Innovation Laboratory at Harvard University (EdLabs) is gratefully ac- knowledged. Correspondence can be addressed to either of the authors by mail: Department of Economics, Harvard University, 1805 Cambridge Street, Cambridge, MA 02138 [Fryer]; Department of Economics, Stanford University, 579 Serra Mall, Stanford, CA 94305 [Curto]; or by email: [email protected] [Fryer] and [email protected] [Curto]. The usual caveat applies. yStanford University zRobert M.
    [Show full text]
  • The Next-Gen Boarding School
    global boarding – washington, dc global boarding – washington, THE NEXT-GEN BOARDING SCHOOL Washington, DC THE FIRST GLOBAL BOARDING SCHOOL WASHINGTON, DC • SHENZHEN whittle school SUZHOU • BROOKLYN, NY & studios www.whittleschool.org [email protected] +1 (202) 417-3615 THE FIRST GLOBAL BOARDING SCHOOL WASHINGTON, DC • SHENZHEN SUZHOU • BROOKLYN, NY www.whittleschool.org [email protected] +1 (202) 417-3615 global boarding 1 SHENZHEN, CHINA WASHINGTON, DC One School. Around the World. BROOKLYN, NY SUZHOU, CHINA 2 whittleschool.org global boarding 3 4 whittleschool.org global boarding 5 The Story of Whittle A Global Collaboration to Transform Education We aim to create an extraordinary and unique school, the first truly modern institution serving children from ages three to 18 and the first global one. We want to change for the better the lives of those students who attend and, beyond our own campuses, contribute to the cause of education on every continent. We measure our merit not through the narrowness of exclusivity but through the breadth of our impact. In the fall of 2019, we opened our first two campuses simultaneously in Washington, DC and Shenzhen, China — and soon after announced our next campuses to open in Brooklyn, New York (later this year) and Suzhou, China (in the fall of 2021). 6 whittleschool.org global boarding 7 Introducing The Next - Generation Boarding School Boarding lies at the heart of some of the world’s greatest schools. There is good reason for this: The opportunity to live in a learning community, to A global school with opportunities to form lasting friendships, and to develop confidence and independence when away from home can be life changing.
    [Show full text]
  • Structure of Greek Educational System
    THE GREEK EDUCATIONAL SYSTEM An introduction by ECTE Page 1 Structure of Greek Educational System Primary education Pre-Primary Primary compulsory Compulsary full-time education 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Ages ISCED0 ISCED1 ISCED2 ISCED3 ISCED5 Kindergarten Elementary school High school Unified Lyceum Universities (A.E.I) ISCED2 ISCED5 Evening High school Technical Educational Institutes (TEI) ISCED3 Vocational Lyceum (EPAL) ISCED3 Vocational Schools (EPAS) ISCED3 Evening Unified Lyceum ISCED3 Evening Vocational Lyceum ISCED4 IEK ISCED4 KEK Page 2 Structure of Greek Educational System (according to students age): Secondary education Lower Upper Secondary Secondary Compulsary full-time education 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Ages ISCED0 ISCED1 ISCED2 ISCED3 ISCED5 Kindergarten Elementary school High school Unified Lyceum Universities (A.E.I) ISCED2 ISCED5 Evening High school Technical Educational Institutes (TEI) ISCED3 Vocational Lyceum (EPAL) ISCED3 Vocational Schools (EPAS) ISCED3 Evening Unified Lyceum ISCED3 Evening Vocational Lyceum ISCED4 IEK ISCED4 KEK Page 3 Structure of Greek Educational System (according to students age): Compulsary full-time education 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Ages ISCED0 ISCED1 ISCED2 ISCED3 ISCED5 Kindergarten Elementary school High school Unified Lyceum Universities (A.E.I) ISCED2 ISCED5 Evening High school Technical Educational Institutes (TEI) ISCED3 Vocational Lyceum (EPAL)
    [Show full text]
  • Schools, and the Remaining 4,000 Or So Registered at Private Schools
    INTRODUCTION Three-types of educational systems are foundwithin the Navajo Reservation:(1). state-supported public schools, (2)Bureau of Indian Affairs Boarding and DaySchools, and (3) private schools. Approximately 50,000 students attend school daily,with sOme^25,-000 enrolled in public schools; 20,850 attendingBureau of Indian Affairs schools, and the remaining 4,000or so registered at private schools. Few special education servicesare available to students. Only fifty-two special class unitsare provided in Bureau of Indian Affairs schools.Public schools offer no organized specialservices while several private schools providesome services to handicapped children.Therefore, it was and is readily apparent thata signifi- cant number of handicapped children receiveno special educational services.Prior to the efforts of the Navajo EducationResource Center, no regional.plan for full services tohandicappedchildrek, p had been developed. To initiate movement in service provisionfor handicapped Indiarchildren, it was necessary to identify thesechildren, define". ( an educational value system, assess all available.,esources as wr-13. as needs, design and implement adequate modelsto deliver the required services, and train personnelto staff the positions. A Regional Resource Service SystemOffice was decided upon as the vehicle whereby some of these needs couldbe resolved. Navajo Education Resource Center Projt:ct No.20F.C-0-9-412905-4521 (608) MOD 4 Grant or Contract No. Final Technical Report, 1973-1974' \Navajo Education Resource Center Many
    [Show full text]
  • Soviet Boarding School: Throw Away and Forget Or Take the Best
    Proceedings IFTE-2020, 1241-1252 doi:10.3897/ap.2.e1241 VI International Forum on Teacher Education Soviet Boarding School: Throw away And Forget Or Take the Best Elena А. Kozhemyakina* (а), Nikolay P. Senchenkov (b) (a), (b) Smolensk State University, 214000, Smolensk (Russia), 4 Prchevalskogo street, [email protected] Abstract The actuality of the problem raised in the article is due to the fact that at present social support for orphans is one of the key tasks of the country. The issue of preparing children from boarding schools for life in a rapidly changing society is quite urgent. In the current century, in the course of the pedagogical process in special boarding schools, orphans and children left without parental care develop their personality and prepare them for further independent life. In carrying out this training, the pedagogical teams actively return to the heritage of outstanding teachers of the past. Proceeding from this, the demand for creative, substantial and methodical potential of the soviet upbringing; the analysis of theoretical developments and applied methods of the socialization process of the child are of great importance. The aim of the study is to present in a holistic form, based on the materials of residential institutions for orphans in the late XX - early XXI century in the context of the ideas of Kondratenkov (1921-1992), the practical implementation of the process of preparing orphans and children left without parental care to independent life in society. The leading method in the study of this problem was the historical and pedagogical method, which allowed to identify the key ideas of one of the founders of the boarding school pedagogy Kondratenkov.
    [Show full text]
  • Education and Digital Life
    INQUIRERE ORDINARE MEMORARE EDUCATION AND DIGITAL LIFE FOUNDING DOCUMENT OF THE LYCEUM INSTITUTE TABLE OF CONTENTS 1. The Natural Human Good ........................................................................... 1 2. Training of the Mind ................................................................................... 5 3. Environments and Technology ................................................................... 8 4. The Lyceum Institute ................................................................................ 14 5. Inquirere, Ordinare, Memorare ................................................................ 16 6. Endless Learning and Research ................................................................. 17 7. Mission Statement .................................................................................... 20 This brief document outlines the vision of the Lyceum Institute: the cause which it answers, the good which it seeks to provide, and the means, stated in general outline, by which it seeks to accomplish these ends. To learn more about the Lyceum Institute, visit: https://lyceum.institute 1. THE NATURAL HUMAN GOOD “All human beings, by nature, long for knowledge.”1 They are familiar words—the first line of Aristotle’s Metaphysics—and have righteously inspired reflections on human nature, operation, and the good at which they aim for millennia. To long for knowledge: not merely to want it for some ulterior motive—such as making money, or power, or defeating your enemies—but for its own sake. We want to know because knowledge is fulfilling for us. This is what Aristotle meant, and this fulfillment by knowledge, indeed, is what we long for by nature. Many, it is sad to say, have had this natural longing diverted by the proliferation of easy and lesser pleasures—why read, when you can watch a documentary; and why watch a documentary, when you can watch a comedy—as well as by institutions of learning which diverged from developing or fulfilling the desire for knowledge, towards conveying standardized sets of information.
    [Show full text]
  • MINUTES of the XXXI I.C.S.C. CONGRESS of Almaty, Kazakhstan
    MINUTES of the 31th I.C.S.C. CONGRESS held at the Congress Centre, Hotel & Resort Altyn Kargaly, Almaty, Kazakhstan, on Monday 1st October 2012, commencing at 09.45 hours AGENDA for the 31st I.C.S.C. Congress Almaty, Kazakhstan 01. I.C.S.C. President’s Opening Address 02. Welcome Speech by the Chess President of Kazakhstan, Mrs B. Begakhmet 03. Confirmation of the Election Committee 04. Confirmation of the I.C.S.C. Delegates’ Voting Powers 05. Additional Information for the Agenda (if any) 06. Admission of new National Association Federations (if any) 07. Confirmation of the 30th ICCD Congress Minutes, Estoril, Portugal 2010 08. I.C.S.C. Board Reports, 2010 & 2011 08.1 Matters Arising from the ICSC Board Reports 08.2 Confirmation of the ICSC Board Reports 09. Financial Report of the I.C.S.C. 09.1 Finance Committee - Report 09.2 Statement of Accounts 2010 09.3 Approval of the Financial Accounts 2010 09.4 Statement of Accounts 2011 09.5 Approval of the Financial Accounts 2011 10. Reports of I.C.S.C. Events 10.1 19th World Team Olympiads, Estoril 2010 10.2 39th F.I.D.E. Chess Olympiads, Khanty Mansiysk, Russia 2010 10.3 20th ICSC European Club Team Championships, Liverpool 2011 & 1st ICSC Open Team Event, Liverpool 2011 11. I.C.S.C. Reports 11.1 Archives Commission 11.2 Society of Friends of I.C.S.C. & Accounts 2010-11 12. Presentation of awards for I.C.S.C. Diplomas & Honours 13. Proposals & Motions 13.1 ICSC Member-Countries’ Motions 13.2 ICSC Board Motions 14.
    [Show full text]
  • The Cyprus Sport Organisation and the European Union
    TABLE OF CONTENTS TABLE OF CONTENTS ................................................................................................................................ 2 1. THE ESSA-SPORT PROJECT AND BACKGROUND TO THE NATIONAL REPORT ............................................ 4 2. NATIONAL KEY FACTS AND OVERALL DATA ON THE LABOUR MARKET ................................................... 8 3. THE NATIONAL SPORT AND PHYSICAL ACTIVITY SECTOR ...................................................................... 13 4. SPORT LABOUR MARKET STATISTICS ................................................................................................... 26 5. NATIONAL EDUCATION AND TRAINING SYSTEM .................................................................................. 36 6. NATIONAL SPORT EDUCATION AND TRAINING SYSTEM ....................................................................... 42 7. FINDINGS FROM THE EMPLOYER SURVEY............................................................................................ 48 8. REPORT ON NATIONAL CONSULTATIONS ............................................................................................ 85 9. NATIONAL CONCLUSIONS ................................................................................................................... 89 10. NATIONAL ACTION PLAN AND RECOMMENDATIONS ......................................................................... 92 BIBLIOGRAPHY ......................................................................................................................................
    [Show full text]
  • The Lyceum Classroom 2010 Project
    Personalized The Lyceum LearningPersonalized SummitLearning 2017Summit Classroom 2010 2017 Project One District’s Journey To Improve Curriculum Delbert White Jr., Founder + C.E.O. Lyceum Classroom IdeaWorks Nikki Navta, Founder & C.E.O. Zulama Modern Learning @edelements bit.ly/PLSWorkshopSurvey #PLSummit The Lyceum Classroom 2020 Project Presented at the Education Elements 2017 Personalized Learning Summit #PLSummit San Francisco, CA May 10-12, 2017 Lyceum Classroom IdeaWorks @Lyceumclassroom Zulama Modern Learning @Zulamalearn The Lyceum Classroom 2020 Project Delbert White Jr., Founder + C.E.O. Lyceum Classroom IdeaWorks (http://www.linkedin.com/in/delbertforproblemsolving) Nikki Navta, Founder & C.E.O. Zulama Modern Learning A Digital Personalized Learning Community to Power African American Male High School Student Achievement The Powerful Integration of Personalized Learning, Education Technology and Instructional Delivery to Drive Classroom and School Engagement, Academic Success and College & Vocational Readiness for African American Male High School Students A Digital Personalized Learning Community to Power African American Male High School Student Achievement The Opportunity for African American Male High School Students to Acquire the Digital Literacy and Skills to Bridge the “Digital Divide” A Digital Personalized Learning Community to Power African American Male High School Student Achievement To Achieve and Promote High-Level Math, ELA and Writing Literacy and Demonstrate High Proficiency on College Entrance Examinations
    [Show full text]
  • Loveland Classical Schools Lyceum (Elementary) Academic Dean, 0.5 FTE; 2019/20 School Year REPORTS TO: the Lyceum Principal Desc
    Loveland Classical Schools Lyceum (Elementary) Academic Dean, 0.5 FTE; 2019/20 School Year REPORTS TO: The Lyceum Principal Description: The Lyceum Academic Dean is an exempt position. The Lyceum Academic Dean is responsible for supporting and coaching the elementary faculty, as well as ensuring the academic program is being implemented according to the principles of LCS. The Lyceum Academic Dean is accountable to the Lyceum Principal. The Lyceum Academic Dean will support and coach the elementary faculty at LCS and help oversee the classical curriculum and instruction at LCS. He or she is employed at will and operates as a professional within the guidelines established by the School Charter and the BOD. These guidelines provide that instruction be consistent with the Core Knowledge Sequence and the High School curriculum. The Lyceum Academic Dean will be accountable in the following areas of responsibility. Adherence to Loveland Classical Schools Mission, Vision, and Philosophy The Lyceum Academic Dean is expected to: • understand and adhere to the principles of classical education • apply the principles of the trivium • support the growth of LCS’ teachers • work with teachers to ensure they are implementing their curriculum and pedagogy with fidelity • monitor and help with teacher expectations around grading and communication Command of the English language • the ability to speak lucidly and grammatically • the ability to write lucidly and grammatically • the ability to correct students/faculty in writing and in speaking Coaching and
    [Show full text]