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The relationship between school stru...

The University of Wisconsin - Madison.

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The relationship between school structure and culture and student views of diversity and inclusive education: A comparative case study of two middle schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between school structure and culture and student views of diversity and inclusive education: A comparative case study of two middle schools./
作者:	Pickett, Robert Scott.
面頁冊數:	369 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2537.
Contained By:	Dissertation Abstracts International54-07A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9320921

The relationship between school structure and culture and student views of diversity and inclusive education: A comparative case study of two middle schools.
Pickett, Robert Scott.

The relationship between school structure and culture and student views of diversity and inclusive education: A comparative case study of two middle schools. - 369 p.

Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2537.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1993.

This study was designed to explore the relationship between school structure and culture and student views of diversity and inclusive education. The framework for this study was established by extrapolating key components of organizational structures and cultures from the literature and using that model to compare and contrast schools. Grounded theory offered a method of data analysis to allow categories to emerge from the data.Subjects--Topical Terms:

626645
Education, Administration.

The relationship between school structure and culture and student views of diversity and inclusive education: A comparative case study of two middle schools.
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245 1 4 $a The relationship between school structure and culture and student views of diversity and inclusive education: A comparative case study of two middle schools.
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500 $a Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2537.
500 $a Supervisor: Colleen Capper.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1993.
520 $a This study was designed to explore the relationship between school structure and culture and student views of diversity and inclusive education. The framework for this study was established by extrapolating key components of organizational structures and cultures from the literature and using that model to compare and contrast schools. Grounded theory offered a method of data analysis to allow categories to emerge from the data.
520 $a This study sought answers to these questions: (1) How do the structures and cultures related to inclusion compare between schools oriented toward inclusion and those that are not? (2) How do students conceptualize "differences"? (3) How do students perceive inclusive education? (4) What is the relationship between the structures and cultures of the schools and students' views of diversity and inclusive education?
520 $a The populations studied were from schools in two separate districts: one identified as consciously advocating for the principles of inclusion and the other with traditional approaches to education. Data were gathered through focus groups of seventh and eighth grade students, depth interviews with faculty, and document review.
520 $a Significant structural and cultural differences were found between the two schools. Additionally, students in both schools conceptualized "difference" in dissimilar ways, and their views of inclusive education differed drastically. Students in the traditional school not believed negative misinformation about people with disabilities, but also segregated themselves and their peers into rigid groupings. They characterized the possibility of inclusion as a potential "disaster" and unanimously believed that it was a bad idea. In contrast, the students in the inclusive school revealed a broader, more positive concept of diversity, subsuming differences in a more accepting frame of "like us". Despite the noted imperfections, these students also characterized inclusion as worthy and workable, with benefit to all students.
520 $a Despite the pronounced differences between the two schools, the results of this study cannot conclusively establish a link between school structure and culture and student attitudes. A key finding is that, despite previous school experiences, all students strongly believed in the importance of belonging, and the worthiness of supporting their peers.
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