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Conceptualizing Denominational Schooling: Principles and Practice

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This article conceptualizes a denominational school according to Arthur’s holistic, dualistic, and pluralistic model. Through teacher interviews, examination of school documents, and observations of teachers’ meetings, the research determines whether the values proclaimed in school documents and expressed by teachers are amplified in daily staff meetings. The conclusion reflects on the role of the head teacher and speculates on the division between policy and practice.
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Keywords: denominational schooling; pedagogy; school documents; teachers’ perceptions; values education

Document Type: Research Article

Affiliations: Harvard University

Publication date: January 1, 2003

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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