TY  - UNPB
UR  - http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.630776
TI  - A study of the relationship between school guidance and discipline in Hong Kong secondary schools
ID  - discovery10019802
N1  - Thesis: (PhD) University of London Institute of Education, 2001.
EP  - 299
AV  - restricted
N2  - ABSTRACT
Hong Kong secondary schools are concerned with the difficulty in integrating both
guidance and discipline into schooling for promoting students' welfare. The aim of
this research is to explore what elements make such integration difficult in a school,
and what factors make the relationship between school guidance and discipline
different from school to school. Its context includes Hong Kong policy on secondary
education and Chinese culture. The research began with a preliminary study: ten
teachers and ten students from five Hong Kong secondary schools were recruited for
interviews, which adopted the framework of the definition of situation, proposed by
Stebbins (1967, 1969, 1975). The preliminary study aimed to investigate how the
respondents defined the situation in which they participated, and to identify the
relationship between guidance and discipline, in terms of two orientations: integrated
and fragmented. This study showed that the strength of each orientation, and the
relationship between the guidance and discipline teams varied among the five
schools.
After these findings, I went on to conduct the main study, which includes two casestudies
of Schools B and E. It was ethnographic and descriptive, and used an
organisational perspective to examine the elements which made the relationship
between guidance and discipline different in the two schools at the three levels of the
whole school, department, and classroom. Based on the ontology of interactionism
and the social construction of reality, I, as a researcher, participated in the two
schools for four months. Qualitative data were collected with the use of research
methods, including participant observation, interviews, focus group interviews and
textual analysis. Then the data were processed and analysed, as two bodies of data for
Schools B and E, using a comparative analytical approach. The main study found that
the arrangements for guidance and discipline at the levels of classroom and
department were closely linked to organisational cultures and structure of the school.
Then, the implications of these findings are given. Lastly, some appropriate
recommendations for change are discussed.
A1  - Hue, Ming-Tak
PB  - Institute of Education, University of London
Y1  - 2001///
M1  - Doctoral
ER  -