A new model of school culture: a response to a call for conceptual clarity

被引：73
|
作者：
Schoen, La Tefy [1 ]
Teddlie, Charles [2 ]
机构：
[1] N Carolina State Univ, Dept Educ Leadership & Policy Studies, Raleigh, NC 27695 USA
[2] Louisiana State Univ, Baton Rouge, LA 70803 USA
来源：
SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT | 2008年 / 19卷 / 02期
关键词：
school culture; school climate; theory; cultural change; improvement; organizational culture;
D O I：
10.1080/09243450802095278
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Van Houtte (2005) called for clarification of the terms school culture and school climate and the role of each in school effectiveness research. This article presents a theoretical framework for school culture that asserts that it is a context-specific branch of organizational culture comprised of 4 dimensions and 3 levels. This conceptualization presents school climate as the second level of school culture. The article explains the qualitative analytical process that led to the development and verification of the Comprehensive Model of School Culture. The concept of culture presented here is contrasted with statements about school culture made by Van Houtte. Implications for research and further theoretical development are discussed at the end of the article.
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页码：129 / 153
页数：25
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