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<https://discovery.ucl.ac.uk/id/eprint/10019802> <http://purl.org/ontology/bibo/abstract> "ABSTRACT\nHong Kong secondary schools are concerned with the difficulty in integrating both\nguidance and discipline into schooling for promoting students' welfare. The aim of\nthis research is to explore what elements make such integration difficult in a school,\nand what factors make the relationship between school guidance and discipline\ndifferent from school to school. Its context includes Hong Kong policy on secondary\neducation and Chinese culture. The research began with a preliminary study: ten\nteachers and ten students from five Hong Kong secondary schools were recruited for\ninterviews, which adopted the framework of the definition of situation, proposed by\nStebbins (1967, 1969, 1975). The preliminary study aimed to investigate how the\nrespondents defined the situation in which they participated, and to identify the\nrelationship between guidance and discipline, in terms of two orientations: integrated\nand fragmented. This study showed that the strength of each orientation, and the\nrelationship between the guidance and discipline teams varied among the five\nschools.\nAfter these findings, I went on to conduct the main study, which includes two casestudies\nof Schools B and E. It was ethnographic and descriptive, and used an\norganisational perspective to examine the elements which made the relationship\nbetween guidance and discipline different in the two schools at the three levels of the\nwhole school, department, and classroom. Based on the ontology of interactionism\nand the social construction of reality, I, as a researcher, participated in the two\nschools for four months. Qualitative data were collected with the use of research\nmethods, including participant observation, interviews, focus group interviews and\ntextual analysis. Then the data were processed and analysed, as two bodies of data for\nSchools B and E, using a comparative analytical approach. The main study found that\nthe arrangements for guidance and discipline at the levels of classroom and\ndepartment were closely linked to organisational cultures and structure of the school.\nThen, the implications of these findings are given. Lastly, some appropriate\nrecommendations for change are discussed."^^<http://www.w3.org/2001/XMLSchema#string> .
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