Conceptualizing Denominational Schooling: Principles and Practice
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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Document Type: Research Article
Affiliations: Harvard University
Publication date: January 1, 2003
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