MCKEOWN Dissertation Introductory Sections

8/8/2019 MCKEOWN Dissertation Introductory Sections

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TOWARD A PROFESSIONAL LEARNING COMMUNITY:

SOCIETAL AND CULTURAL FACTORS

AFFECTING THE DEVELOPMENT OF

INFORMED PROFESSIONAL PRACTICE AT

TURKISH FOREIGN NATIONAL SCHOOLS.

JOHN A. G. McKEOWN, M.A.

A Dissertation Submitted in Partial Fulfillment of the Requirements for the

Degree of

DOCTOR OF EDUCATION

Warnborough University,

Canterbury, England

December 2004


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TABLE OF CONTENTS

Table of Contents ii

Acknowledgements v

Abstract viGlossary of Acronyms vii

Chapter I

Introduction

1.0 Author - Preface 11.1 Ataturk and the Formation of the Modern Turkish State 31.2 Early EducationalistsShaping Turkish Education 51.3 Foreign National Schools in Turkish Education Today 111.4

Distinctive Features of Foreign National Schools 141.5 Statement of the Investigation 24

Chapter II

Review of the Related Educational Literature

2.0 School Culturei. Overview of School Culture 26

ii. Formation of School Culture 28iii. School Culture Change 31iv. School Character 32v. Collegiality and collaboration 33

2.1 School Communityi. Toward Professional Learning Community 36

ii. Informed Practice 38iii. Moral Purpose 40iv. Diversity in the School Community 44v. Theories of Schooling 47

vi. New Professionalism 502.2 Effective Schools

i. The Meaning of School Effectiveness 54ii. Managing School Effectiveness 57

iii. Goals of School Improvement 59iv. Data Collection and Research for School Development 63v. Leadership for School Community 66

2.3 Summary of the Literature Review 72


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Chapter III iii

Methods of Research with Results of the Investigation

3.0 Overview of the Research Methods 75

3.1 The Population Researched 753.2 Research Methodology 773.3 Qualitative Analysis 81

i. Ethnography 81ii. Participant Observation 84

3.4 Qualitative Analysis 88i. Total School Management Survey (TQM) Results 88

ii. School Culture Survey Results 90iii. ProCon (GfK) Survey Results 92

3.5 Ethical considerations 943.6 Limitations of the Research 96

3.7 Summary of the Methodology and Survey Results 98

Chapter IV

Discussion

4.0 Overview of Discussion Topics 99

4.1 Issues Concerning School Culture 1004.2 Concerning the Development of School Effectiveness 104

4.3 Factors Influencing Moral Purpose 1104.4 Issues Surrounding the Recognition of Difference 116

4.5 Adaptability of the New Professionalism 1194.6 Summary of Discussion Topics 127

Chapter V

Conclusions and Recommendations

5.1 General Conclusions 1305.2 Conclusions-Transition to a Professional Learning Community 1325.3 Areas for Further Research 1435.4 Concluding Recommendations 1465.5 Significance of the Research 1535.6 Final Summary 154

References and Bibliography 158


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Appendices iv

Presentation of Findings 174

A. Total Quality Management Survey 2002-SEV Izmir 175i. Employee Satisfaction Questionnaire (in English) 176

ii. Parent Satisfaction Questionnaire (with Translation) 182iii. Student Satisfaction Questionnaire (with Translation) 194iv. Table of Results by item - all staff 198v. Summary of Resultsstaff and parents 205

vi. Summary of Resultsstudents 206vii. Results Graphed by personnel groups 207

viii. Histographs of surveyed items 211

B. School Culture Survey 2003 Three Campuses (Teachers) 223

i. Example Survey 224ii. Scoring Sheet 229

C. ProCon-GfK SurveyAll three (3) campuses (Parents) 230i. Sample questionnaire with Translation (3 Parts) 231

ii. Objectives of the Research (Translation) 243iii. Research Methods (Translation) 246iv. Graphs of Results with Translations 248v. Summary of ProCon Results (Translation) 255

D. Example Foreign-hire Contract 260i. School Foreign-hire Fixed-term, Example Contract 261

ii. Foreign-hire Contract: Benefits, Policies and Procedures 263iii. SEV Educational Vision and Values 273

E. Interview Prompts 274i. Questions for Teachers and Administrators 275


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ACKNOWLEDGEMENTS v

I wish to express my sincere gratitude to my Warnborough University tutor, Dr. Ian

Fraser, for his tireless efforts in guiding me through the doctoral dissertation process.His sensible advice and good humour buoyed my spirits through the research,writing, and editing.

I would like to extend thanks to Evelyn Taner, Registrar, Warnborough University,

for the support, kindness and encouragement she showed me as a distance learner.

I want to acknowledge Warnborough University Vice-President, Dr. Julian Ng, forhis input toward the design and direction of the research.

Special thanks go my sister, Lynda McKeown, M.A., for her editorial guidance,

research assistance and continuing determination toward the completion of thedissertation. Her dedication sustained me during difficult and formative stages of

writing and editing.

Many thanks to Bahar Ulusoglu Darn, of CEL Language Services, Izmir, Turkey, fortranslations of the survey materials that she very kindly provided.

Special thanks go to EC and HF for their understanding, devotion and friendship

shared with me throughout my years residing in Izmir, Turkey. It was with theirsupport that I was able to complete the degree.

Thanks to the SEV-ABH organization for the use of data from their research

materials. The statistical resources assisted me in developing the dissertationarguments and organizing the supporting data.

NOTE: English used throughout is International (US) English.


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ABSTRACT viToward a Professional Learning Community:

Societal and Cultural Factors

Affecting the Development of

Informed Professional Practice at

Turkish Foreign National SchoolsJohn A. G. McKeown, M.A.

December 2004

The research examines factors affecting school culture at foreign national schools. The research,undertaken in Turkey at a family of foreign national schools, investigates the structure of

professional practices at those schools and examines current perceptions about school culturefrom the viewpoint of parents, students, teachers and administrators. A case is presented that

conditions exist at these schools that both inhibit and encourage the development of a

professional learning community

The literature indicates that few studies have investigated the operating ethos within foreign

national schools. Special circumstances, regarding school culture and school leadership withinthe current environment, and the methodology through which professional development may be

used to further the visions of such schools, within the Turkish environment, are investigated.Trends in research within the global education community are examined and compared to the

Turkish environment. The global literature clearly showed that significant improvements couldbe made.

The findings reveal that foreign and Turkish teachers perceive school culture differently and

finding common goals within that culture is problematic for the foreign teaching community.Issues among expected commonalities are identified. Foreign-hired teaching staffs at these

schools are not able to share similar background, culture or language with their Turkishcolleagues. Similarities were, however, found in the way parents, teachers and students perceived

school culture and their place in it.

Recommendations for the necessary conditions to develop and further sustain a professionallearning community are suggested in detail. The research highlights a number of areas forimprovement and details the accompanying conditions that are necessary in order for a paradigm

shift to occur within the Turkish learning community. In order to develop and encourage thegrowth of a foreign national school as a professional learning community, different and

complementary approaches are suggested for administrators, teachers and senior planners.


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Glossary of Acronyms vii

ABH: American Board Heyeti (Heyeti means Board in Turkish) ABCFM: American Board of Commissioners for Foreign Missions ACI: American Collegiate Institute, Izmir ACSI: Association of Christian International Schools COIS: Council of International Schools (formerly ECIS: The European Council of

International Schools)

ESOL: English for Speakers of Other Languages, Examination scheme from CambridgeUniversity, U.K., formerly known as UCLES (University of Cambridge Local

Examination Syndicate) now known as ESOL (English for Speakers of other

Languages)

FNS: Foreign National School KET: Key English Test from the ESOL scheme NAESP: National Association of Elementary School Principals, USA. PYP: Primary Years Program of the International Baccalaureate Organization MYP: Middle Years Program of the International Baccalaureate Organization SEV: Saglik ve Egitim Vakfi (Health and Education Foundation) SEV-YAY: SEV Foundation Yaycilik (SEV Foundation Printing House formerly known

as Redhouse Press)

SEV Izmir: Elementary School SEV Tarsus: Elementary School SEV Uskudar: Elementary School TAC: Tarsus American College (High School) TQM: Total Quality Management UAA: Uskudar American Academy, Istanbul (High School)

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MCKEOWN Dissertation Introductory Sections