The relationships between school guidance and discipline: Critical contrasts in two Hong Kong secondary schools

The relationships between school guidance and discipline: Critical contrasts in two Hong Kong secondary schools

• Hue, Ming Tak Dept. of Educational Psychology, Counselling and Learning Needs, Hong Kong Institute of Education

Educational Review, 59(3), 343-361, 2007

Routledge

2007

• N 學生與學生服務
  • NG 學生紀律
• N 學生與學生服務
  • NH 諮商、輔導與學校社會工作

Foreign Countries School Guidance Discipline Teacher Attitudes Secondary School Students Student Behavior Correlation Case Studies Institutional Characteristics Educational Environment Context Effect School Counseling Behavior Problems Classroom Environment Classroom Techniques School Culture Hong Kong

• Hong Kong

• 1997.7 onwards

• 中學教育

Hong Kong secondary schools have difficulty in integrating guidance, or counselling, and discipline into schooling. In some schools, discipline is overdeveloped while guidance is underdeveloped. The positive aspect of the caring system is distorted as part of the provision of discipline. This article looks at the distinction between guidance and discipline, and deals with what relatively little is known about in current research, that is, how guidance and discipline function within a school organization. It uses the perspectives of interactionism and social constructionism to contrast the relationship between guidance and discipline in two Hong Kong secondary schools. It employs case study and qualitative methods for data collection. Data for the two schools show that the contextual and organizational factors have a profound impact on the connectedness between guidance and discipline at the three levels of whole school, department and classroom. Finally, the implications for their implementation and integration will be given.
[Copyright of Educational Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00131910701427355]

• 英文

期刊論文

• 00131911

• 10.1080/00131910701427355

https://bibliography.lib.eduhk.hk/tc/bibs/84f48df0

2010-09-27