Abstract
This paper reports on the results of a study conducted at two secondary schools in Australia. Qualitative data are used to describe two models of school culture and Practice. One culture of a school is described as more inclusive and the second school is described as more traditional. Participants in the study included principals, regular and special education teachers. Staff from both schools were able to describe specific values held within each school community relating to academic achievement, behaviour, respect for others and rights of students to achieve success.
Findings from the study suggested that collective values of staff guided actions, attitudes and judgements and contributed to a school culture in each setting. Each culture comprised staffing arrangements and associated interactions between staff which influenced the management of students and the nature and delivery of the curriculum. The characteristics of each school culture will be presented and implications for professional development for more inclusive schooling will be discussed.
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