VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

You are here

Home

DEVELOPING A SYSTEM OF CRITERIA TO ASSESS SCHOOL CULTURE IN PRESCHOOLS WITH INCLUSIVE EDUCATION

DEVELOPING A SYSTEM OF CRITERIA TO ASSESS SCHOOL CULTURE IN PRESCHOOLS WITH INCLUSIVE EDUCATION

Trinh Ngoc Toan trinhtoanhp@gmail.com Haiphong Professional College 39 Luong Khanh Thien, Cau Dat ward, Ngo Quyen district, Haiphong City, Vietnam
Summary: 
In this article, the author develops a system of criteria to assess school culture in preschools with inclusive education to comprehensively evaluate the structure of school culture at three levels. The assessment criteria system is formed by two sets of instruments, including: 1) The instrument identifying the brand of the preschool with inclusive education in order to survey the system of tangible structure (school culture of level 1) and its operational philosophy (school culture of level 2); and 2) in combination with completing the Organizational Culture Assessment Instrument (OCAI) developed by Robert Quinn and Kim Cameron to survey common concepts (school culture of level 3). This result contributes to surveying the current status of the school culture and sets out the goal of building the school culture of preschools with inclusive education.
View file
Keywords: 
Assessment
School culture
preschools with inclusive education.
Refers: 

[1] Trần Thị Minh Thành - Trịnh Ngọc Toàn - Hoàng Thị Liên, (2015), Kết quả đánh giá sàng lọc trẻ khuyết tật phát triển tại Hải Phòng, Tạp chí Khoa học, Trường Đại học Sư phạm Hà Nội, số 8C, tr.17-24

[2] Cameron, K.S. & Quinn R.E, (2006), Diagnosing and changing organizational culture, San Francisco: JosseyBass.

[3] Cameron and Quinn, (2010), Organizational culture assessment instrument (OCAI).

[4] Trịnh Ngọc Toàn - Nguyễn Thị Hoàng Yến, (2017), Văn hóa nhà trường trong bối cảnh toàn cầu hóa, Tạp chí Khoa học, Trường Đại học Sư phạm Hà Nội, số 1, tr.154-161.

[5] Nguyễn Thị Hoàng Yến, (2013), Giáo dục giá trị văn hóa truyền thống trong nhà trường phổ thông Việt Nam, mã số: B2012-37-07 NV, Báo cáo Tổng kết nhiệm vụ khoa học và công nghệ cấp Bộ - Viện Khoa học Giáo dục Việt Nam

[6] Trịnh Ngọc Toàn, (2015), Xây dựng văn hóa nhà trường trong các cơ sở giáo dục theo phương thức giáo dục hòa nhập, Tạp chí Khoa học, Trường Đại học Sư phạm Hà Nội, số 8C, tr.37-44.

[7] Bộ Giáo dục và Đào tạo, (29/01/2018), Thông tư số 03/2018/TT-BGDĐT quy định về Giáo dục hòa nhập đối với người khuyết tật, Hà Nội.

Journal: 
No. 3, March 2023

Articles in Issue

STEM - STEAM - STREAM EDUCATION FROM THE PERSPECTIVE OF THE WORLD AND VIETNAM
03/31/2023
EDUCATING STUDENTS ABOUT VIETNAM’S TRADITIONAL CULTURAL VALUES BY DIVERSIFYING THE ACTIVITIES OF YOUTH UNION AND STUDENT ASSOCIATION
03/31/2023
CURRENT STATUS OF ORGANIZING LEARNING THROUGH PLAY ACTIVITIES TO PROVIDE EXPERIMENTAL OPPORTUNITIES FOR STUDENTS IN TEACHING GRADE 2 MATHEMATICS AT PRIMARY SCHOOLS IN VIET TRI CITY, PHU THO PROVINCE
03/31/2023
EDUCATIONAL SCIENCE IN VIETNAM - PRACTICAL ISSUES AND RESEARCH TRENDS FOR THE PERIOD 2023-2030
03/31/2023
THE CURRENT STATUS OF ORGANIZING STEM EDUCATION - ORIENTED SCIENTIFIC DISCOVERY ACTIVITIES FOR PRESCHOOL CHILDREN IN HO CHI MINH CITY
03/31/2023
DEVELOPING THE MODELLING CAPABILITY FOR STUDENTS IN TEACHING FUNCTIONS AT GRADE 10
03/31/2023
RESEARCH ON SOCIAL - EMOTIONAL COMPETENCE IN EARLY CHILDHOOD EDUCATION IN THE WORLD AND RECOMMENDATIONS FOR VIETNAM
03/31/2023
IMPROVING THE EFFECTIVENESS OF UNIVERSITY GOVERNANCE IN THE CONTEXT OF EDUCATIONAL INNOVATION IN VIETNAM
03/31/2023
POLICIES ON TEACHING ETHNIC MINORITY LANGUAGE FOR OFFICIALS AND CIVIL SERVANTS WORKING IN MOUNTAINOUS AREAS, ETHNIC MINORITY AREAS: CURRENT SITUATION AND SOLUTIONS
03/31/2023
ACCESS TO EDUCATION AROUND THE WORLD IN THE CONTEXT OF COVID-19 PANDEMIC: CHALLENGES AND POLICY IMPLICATIONS
03/31/2023
IMPROVING THE COMPETENCE IN USING MATHEMATICAL AIDS AND TOOLS WITH THE SUPPORT OF GEOGEBRA SOFTWARE IN TEACHING TO CALCULATE THE ANGLE BETWEEN TWO LINES IN SPACE
03/31/2023