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Student
Title
Supervisor
Faculty
Educational Programme
Final Grade
Year of Graduation
Aleksandra Goriainova
Organizational Culture of Inclusive School: the Concept and Methodology of Evaluation
2017
Evaluation of inclusion becomes an important step in the process of reforming the education system. The researchers focus on the study of inclusive education, but they do not pay attention to how to evaluate something in the inclusion. The master thesis is devoted to the analysis of the main indicators of the organizational culture of an inclusive school. In this study our focus is on the study of inclusive culture in school, that previously has not been studied closely in the Russian context of inclusive education. The main objectives of the study is development of methodology of evaluation tool for the analysis of organizational culture of an inclusive school and approbation of this tool.

The main empirical base of research consists of 15 conducted semi-structured interviews with teachers at three schools. Through secondary analysis of the results of formal interviews (questionnaires) with open questions with the heads of two Moscow schools we will present the assessment tool for the analysis of organizational culture.

The theoretical framework is the concept of organizational culture of E. Shein, which involves the study of culture at three basic levels. Based on the analysis of semi-structured interviews using this theoretical concept, we obtained in-depth understanding of the organizational culture of an inclusive school and discovered subjective characteristics, which underlie it. As a result, we studied the levels of organizational culture in an inclusive school, namely the level of artifacts represented by the architecture of buildings, students’ achievements, as well as the level of declared values represented by the relation to students with disabilities, the involvement of the participants in the educational process, as well as sharing of the ideas of inclusion by participants and defining the role of the leader of the school, that directly affects the path of development of inclusion.

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