Three approaches to understanding and investigating the concept of school culture and school culture phenomena: Implications to school improvement and school effectiveness

Three approaches to understanding and investigating the concept of school culture and school culture phenomena: Implications to school improvement and school effectiveness

理解和研究學校文化概念和學校文化現象的三種理論觀點：對學校改進和學校效能的啟示

• Tsang, Kwok Kuen City University of Hong Kong

香港教師中心學報, 8, 86-105, 2009

香港教師中心

2009

• S 學校環境、設備與組織
  • SH 學校文化 / 學校氣氛、師生關係
• S 學校環境、設備與組織
  • SI 學校效能及改進

School Culture School Improvement School Effectiveness 學校文化 學校改進 學校效能

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

• View Full Text 全文連結

This article compares and discusses three prevailing approaches used to understand the concept of school culture and school culture phenomena. The approaches are typology-functionalist approach, process approach, and improvement-effectiveness approach. Compared with the other two, improvement-effectiveness approach is identified as more appropriate to conceptualize school culture when the concept is applied to promote school improvement and effectiveness. Moreover, the School Improvement Model of School Culture developed by Cavanagh and Dellar is introduced with the implications of the model to Hong Kong school leaders, policy-makers and educational researchers are being discussed. Copyright © 2009 Hong Kong Teachers’ Centre.

• 英文

期刊論文

• 16828984

https://bibliography.lib.eduhk.hk/tc/bibs/8e9c369c

2023-03-06