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Failure to accommodate what Hemmings (2000) referred to as the “corridor curriculum” can play a significant role in determining the degree of long-term success a student encounters during their high school years.
Furthermore, secondary school cultures do not form in a vacuum but rather are developed and nurtured within a framework imposed by a variety of tangible and intangible organizational structures. These include, but are not limited to, the institution’s sense of purpose or mission, its various rituals and traditions, school size, internal organizational structures, program delivery among others...
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