Building up resilient schools: Meeting the challenge of guidance and discipline in Hong Kong secondary schools

Building up resilient schools: Meeting the challenge of guidance and discipline in Hong Kong secondary schools

• Hue, Ming Tak The Hong Kong Institute of Education

2009

• 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

Resilient School Discipline School Guidance

• Hong Kong

• 1997.7 onwards

• 中學教育

Hong Kong secondary schools are concerned about the prevalence of student misbehavior. This paper reports the finding of a study investigating the characteristics of a resilient school and how resiliency was developed. Case studies of four secondary schools were conducted using interviews and textual analysis. Teacher and student discourses on discipline and resiliency were explored from the perspective of social constructivism. The narrative approach will also be employed (Clandinin & Connelly, 1995). The similarities and differences between school features were identified. Qualitative data from interviews and school texts, i.e., data concerning the school ethos, school rules, policy on behavior management, and the handbook for the school guidance team and school discipline team, were collected. Themes generated from the data were analysed, with the use of Grounded Theory Approach (Glaser & Strauss, 1967). The findings have shown that the narratives of school participants revealed the features of school resiliency, which could be built up with the dynamics of school, home, police force and social workers. Implications for the development of guidance and discipline policies and that of resiliency programme will be given. There will also be policy implications for the enrichment of teacher training programs.

Paper presented at the International Conference on Educational Research (ICER) 2009: Learning Community for Sustainable Development

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/b10e2fe1

2016-01-07