Identifying the Components of First-Course Elementary Students’ Learning Culture: An Ethnographic Approach

Subject Areas : Research in Curriculum Planning

Niloufar Farajpour ¹ , Hadi Pourshafei ² , mohammad akbary ³

1 - PhD Graduated in Curriculum, Faculty of Educational Sciences and Psychology, University of Birjand , Birjand, Iran
2 - Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran.
3 - Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran.

Received: 2021-11-17 Accepted : 2022-07-09 Published : 2022-05-22

Keywords: Elementary Students, cultural context, components of learning culture,

Abstract :

This study aimed to identify the components of first-course elementary students learning culture by using the ethnography method. The area of ​​the research was the first-course elementary schools of Darab (Fars province) in the academic year 2019-2020. In this research by using the purposive sampling method, 12 classes from 6 schools were selected to observe the classes and ethnographic interviews with teachers and students. To analyze the data obtained from participatory observation and ethnographic interviews, the systematic method attributed to Strauss and Corbin was used. Based on this approach, the data were analyzed at three levels of open, axial, and selective coding to figure out the students' learning culture. The validity of the adjusted codes and the verifications were calculated using the peer review method and member control. The degree of agreement of the coders using the Kappa Cohen coefficient was calculated at 0.88 and 0.86. According to the findings of the present study, Components of students’ learning culture include assessment, classroom relationships, academic motivation, the psychosocial atmosphere of the classroom, students’ educational behaviors, and management of teaching-learning activities. In general, the students' learning culture is teacher-centered and the teacher is the main center of the classroom and directs and controls the teaching-learning processes.

References:

Aghdasi, S., Kiamanesh, A., Mahdavi Hazareh, M., & Safarkhani, M. (2013). Teacher-Student interaction in the classroom of successful and unsuccessful schools: A Case study of the elementary schools participating in the PIRlS 2006 and TIMSS 2007 exams. Quarterly Journal of Education, (119), 93-120

Amini, M., Rahimi, H., & Kiani, M. (2018). Evaluating classroom culture from the perspective of Kashan medical students. Research in Medical Education, 10 (4), 31-40

Asadzadeh, S., & Rezaei, F. (2015). Investigating the barriers to using active teaching methods from the perspective of elementary school teachers. First International Conference on Management, Economics, Accounting, and Educational Sciences, MEAE01_1442

 

Attaran, M., & Abdoli, M. (2012). Learning culture of nomadic school: Narratives of a teacher. Journal of Curriculum Studies (J.C.S.), 7 (25), 45-64

Balaghat, S.R., Dinarzehi, P., & Qalandarzehi, M. R. (2018). The Effect of encouragement and punishment on students’ learning. Eleventh International Conference on Psychology and Social Sciences, RAFCON11-326.

Bruner, J. (1996). The Culture of education. Harvard University Press.

Daneshpajooh, Z., & Farzad, V. (2006). Assessing the professional skills of primary school teachers. Quarterly Journal of Educational Innovations, (18), 135-170

Dibaei Saber, M., & Tahmaseb Zadeh Sheghlar, D. (2021). Explain the dimensions and indicators of participatory learning culture in the high school curriculum. Research in Curriculum Planning, 18 (43), 135-151

Euler, D. (2010). Shaping learning cultures: A Strategic challenge for universities. In Book: Changing cultures in higher education (pp.75-84). Springer Heidelberg Dordrecht London New York.

Fathi Hafshjani, F., Arefi, M., & Fathi Vajargah, K. (2012). Investigating the role of teaching methods and the level of curious activities of students in public primary girls’ schools in Tehran. First National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies, EPSCONF01-756.

Fathi Hafshjani, F., Arefi, M., & Fathi Vajargah, K. (2018). The Relationship between teaching methods and the cultivation of the scientific attitude of primary school girls in Tehran. Curriculum research, 2 (56), 162-173

Fitzgerald Kay, J. (2012). A Case study of the impact of the learning focused schools model on culture in a middle school setting. Degree of Doctor of Education. Gardner-Webb University School of Education.

Gil, A. J., Javier Carrrillo, F., & Fonseco-Pedrero, E. (2018). Assessing a learning organization model: A Teachers perspective. Management in Education, 1-11

Haiyan, Q., Walker, A., & Xiaowei (2016). Building and leading a learning culture among teachers: A Case study of a shanghai primary school. Educational Management Administration, 1-22

Heo, H., Leppisaari, I., & Lee, O. (2017). Exploring learning culture in Finnish and South Korean classrooms. The Journal of Educational Research, 1-14

Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301-320

Johnston, R., & Hawke, G. (2002). Case studies of organizations with establish learning culture. Produced by the National Centre for Vocational Education Research (NCVER) with the assistance of funding provided by the Australian National Training Authority (ANTA).

Joseph, P. B. (2016). Curriculum cultures (Theories). Translation: Mahmoud Mehr Mohammadi, et al. Tehran: Organization for the Study and Compilation of University Humanities Books (SAMT).

Kian, M. (2013). Culture of teaching and learning: A Perspective on the e-learning environment in the university. Yazd: Yazd University Press.

Kumar, A., (2019). Cultures of learning in developing education systems: Government and NGO classrooms in India. International Journal of Educational Research, 95, 76-89

Maarefvand, Z., Shams, Gh., & Sabbaghian, Z. (2015). Evaluation of the learning culture of technical-engineering students of Shahid Beheshti University (Strengths and Weaknesses). Iranian Journal of Engineering Education, 74, 127-97

McWilliam, E., (2010). Learning culture, teaching economy. Pedagogies: International Journal, 5(4), 286-297

Moradi, M. (2014). A Paradigmatic transition from quantitative research to qualitative research in humanities. Rahyaft, 24 (57), 93-116

Osborn, M., Broadfoot, P., McNess, E., Planel, C., Ravn, B., & Triggs, P. (2003). A World of difference? Comparing learners across Europe. Open University Press.

Qasempour Moghadam, H. (2016). Pathology application of active teaching methods in primary schools. The 3rd International Conference on New Research in the Humanities. MRHCONF03-116.

Rahimi, R., Vahdat, r. & Keyhan, J. (2019). The experiences of students in sixth basic elementary school of social studies. Research in Curriculum Planning, 16 (35), 173-189

Safarzadeh, M., Gorabi, A., & Ezzatzadeh, M. (2017). Selecting the appropriate and desirable method of teaching in primary school from the perspective of primary school teachers in Tehran. The 3rd conference on community empowerment in the field of humanities and management studies. SPCONF03-076.

Schoen, L., T & Teddlie, C. (2008). A new model of school culture: a response to call for conceptual clarity. School Effectiveness and School Improvement, 2 (19), 129-153

Tichnor-Wanger, A., Harrison, Ch., & Cohen-Vogel, L. (2016). Culture of learning in effective high school. Education Administration Quarterly, 1-41

Van Maanen, J. (1988). Tales of the field: On writing ethnography. Chicago: University of Chicago Press.

Yaghoubnejad, N., Behrangi, M. R., & Zeineabadi, H. R. (2015). What do inexperienced teachers expect from parents? Findings of cualitative-quantitative research in primary schools in Tehran. Journal of Educational Sciences, 6 (2), 5-20

Zayn al-Abedini, S. (2011). Investigating the learning culture of Tehran smart schools in 2010-2011. Master Thesis, School of Management, Mehr Alborz Institute (virtual).