Parts of a whole: building a shared school culture in dual-track immersion schools
Date
1994
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Abstract
Although French immersion schools have been studied in depth, no systematic appraisal exists of how dual-track schools in particular might function harmoniously. This study explored the perceptions of parents, students, staff and administrators within two selected dual-track junior high schools, particularly in regard to the effects of the direct promotion of a shared school culture. In addition, responses were solicited regarding climate, normative, and practice factors that might be associated with the development of a shared school culture.
There was strong agreement among participants that direct promotion of such a culture was important and advantageous for dual-track schools. Associated climate and normative factors were identified. Of the practices deemed effective, most significant were: providing a diversity of activities, extensive mixing of students, teaching across the program, equality of treatment, inclusion of parents in the process, and a focus on tolerance.
Description
Bibliography: p. 326-331.
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Citation
Crawford, D. (1994). Parts of a whole: building a shared school culture in dual-track immersion schools (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/11673