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| dc.contributor.author | TESFAYE, EBABUYE | |
| dc.date.accessioned | 2017-07-07T08:30:10Z | |
| dc.date.available | 2017-07-07T08:30:10Z | |
| dc.date.issued | 2017-07-07 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7329 | |
| dc.description.abstract | Abstract The researcher, in this study, explored the hidden curriculum of school rules in Aykel General Secondary School. The purpose of this case study was to explore the hidden curriculum of school rules in Aykel General Secondary School. The design of the study was participative · observer case study. The researcher used both interactive and non-interactive techniques of data collection techniques. Hence, the researcher used interview, observation and document analysis to collect the relevant data. The participants of the research were seven students, two teachers and the principal whom the researcher believed the key informants of the issue under study. Therefore, the researcher used purposive sampling to select the participants of the research. The researcher also used theme analysis to analyze the results of the research. The researcher triangulated both instruments and the sources of data to increase the validity • of the research. The researcher found out that, school rules mediate the communication of implicit believes (we are neither matured nor capable to make school rules, we need school rules to live in harmony, the high achiever students are the most privileged social groups among the students social strata, school rules are the taken for granted aspects of students scbool life). In addition, the researcher found out that, school rules mediate the inculcation of ' moral values (respect, punctuality, obedience and responsibility) on students mind. The ~ . researcher also found out that the school uses coercive and violent methods of disciplining students to communicate the hidden believes and values. Furthermore, the researcher found out that students experience the hidden curriculum of school rules passively without critical reflection and questioning. But students are active in the process of socialization which constructs them through the hidden curriculum of school rules. Finally, the researcher ~oncluded that the outcome of the hidden curriculum of rules in Aykel General Secondary School may be the development of stadents as citizens who are unengaged, passive, uncritical, and non-reflective with moral values of respect and punctuality. | en_US |
| dc.subject | Teacher Education and Curriculum Studies | en_US |
| dc.title | THE IMPLICIT BELIEFS AND V,\LUES EMBEDEDD IN SCHOOL RULES (THE CASE OF A YKEL GENERAL SECONDARY SCHOOL) | en_US |
| dc.type | Thesis | en_US |
