Thank you for your interesting question.
I've started off with some book references from the IOE library catalogue along with the related subject terms. You may want to check if your own library has these or similar titles relating to your research area?
I also searched the education indexes (BEI, ERIC and AUEI) to see what type of literature was available relating to Hofstede, onion model and school culture/analysis (of which there is a great deal of literature). I include some examples below but suggest you try your own searches too depending on your specific focus. The examples include cultural analysis, cultural theories, cultural change and mission statements.
You may want to start off with a broad search and then narrow down your results by educational level, etc, depending on what you find. I think that your own university library subscribes to these databases, which are excellent sources of educational research.
As always this is just a small sample of what is available but I hope it helps. Best wishes.
Institute of Education library catalogue
Culture's consequences : comparing values, behaviors, institutions, and organizations across nations. Hofstede, Geert, Publisher:Sage, Publication date:c2001. ISBN:0803973233.
Cultures and organizations : software of the mind, intercultural cooperation and its importance for survival. Hofstede, Geert, Publisher:Harper Collins, Publication date:1994. ISBN:0006377408.
SUBJECT: culture and education; cultural identity;
Culture, curriculum, and identity in education. Milner, H. Richard Publisher:Palgrave Macmillan, Publication date:2010. ISBN:9780230622043.
Educational theories, cultures and learning : a critical perspective. Daniels, Harry, Publisher:Routledge, Publication date:2009. ISBN:0415491185.
Learning in contemporary culture. Curtis, Will, Dr. Publisher:Learning Matters, Publication date:2009. ISBN:9781844452002.
SUBJECT: cultural environment
Shaping school culture : pitfalls, paradoxes, and promises. Deal, Terrence E. Publisher:Jossey-Bass, Publication date:c2009.ISBN:9780787996796.
SUBJECT: cultural analysis
Performing qualitative cross-cultural research. Liamputtong, Pranee, Publisher:Cambridge University Press, Publication date:2010. ISBN:9780521898683.
British Education Index
NOTE: For information about accessing full text articles please read this TTRB article: Access to full text journal articles
KEYWORDS: SCHOOL-CULTURE; SCHOOL-POLICY; CULTURAL-DIFFERENCES; EVALUATION METHODS; ORGANISATIONAL CHANGE.
Making the reality match the mission statement: infusing diversity in the life of your school. International Schools Journal, April 2002, vol. 21, no. 2, p. 60-68, ISSN: 0246-7281. Jackson-Ken.
Change your school culture. Managing Schools Today, July 2004, vol. 13, no. 6, p. 24-27, ISSN: 0968-1558. Hobby-Russell.
The crux of leadership: shaping school culture by contesting the policy contexts and practices of teaching and learning. Educational Management and Administration, January 2003, vol. 31, no. 1, p. 51-65, ISSN: 0263-211X. Barker-Bernard, Busher-Hugh.
The impact of school self evaluation processes on British teachers views of their work and professionalism. Paper presented at the British Educational Research Association Annual Conference, Institute of Education, University of London, 5-8 September 2007, pp. 20. Hall-Christine, Noyes-Andrew.
Mapping the process of change in schools: the development of six new research techniques. Evaluation and Research in Education, 2006, vol. 9, no. 2, p. 75-90, ISSN: 0950-0790. Ainscow-Mel, Hargreaves-David-H, Hopkins-David.
School self-evaluation : a psychometric test case. In 'Proceedings of the 4th International Biennial SELF research conference : self-concept, motivation, social and personal identity for the 21st Century', edited by R G Craven, J Eccles, and M T Ha. Sydney : University of Western Sydney, 2007, ISBN: 1-7410-8148-3. Dowson-M, Nelson-G-F.
"Most schools espouse and ascribe to some sort of vision or mission statement. Very few schools, however, test whether their vision or mission statements are actually translated into practice. The present study provides a robust methodology for schools that may wish to determine the extent to which their vision and mission statements are perceived by their student bodies to be enacted in practice. In particular, the study provides a case study illustrating how one school evaluated the extent to which students at the school perceived the vision and mission of their school to be implemented. All 850 (approx.) students at the school were surveyed concerning various aspects of the school's vision and mission: including the perceived quality of the school's curriculum, its focus on excellence, its contribution to students' preparation for life, its values, etc. Using this case study, the paper demonstrates how a survey can be designed to measure specific aspects of a school's vision/mission, how the data gathered through such a survey may be analysed to determine its validity and reliability, and finally how the survey results may be interpreted to determine the extent to which the school is perceived to be fulfilling its mission statement by its key 'clients' - the student body. Implications for school administration and assessment are highlighted throughout the paper."
School Culture in Action. Journal of Education for Teaching International Research and Pedagogy, Aug 2005, vol. 31, no. 3, p. 237-239, pp. 3, 2 refs., ISSN: 0260-7476. Ledoux-Michael-W.
"Many preservice teachers are concerned about finding the correct position in education when they graduate. In United States' schools mission statements have been in vogue for decades, but these statements often do not live up to the reality. This article describes an action research project that assists teacher candidates in assessing school culture and matching it against the institution's self-description. The process includes experiences of culture, surfacing personal questions, photography and reflection upon institutional documents using a university then a partner basic school."
Is There a Difference in Learning Style among Cultures? , 1997, pp. 19. Fierro-Darlene.
"Each child has a personal learning style that results from innate tendencies and environmental experiences. Because cultural groups often share common values, the experiences of children growing up with those values are reflected in their classroom learning behaviors. This paper discusses cultural differences in children's learning styles. The first part of the paper discusses research on the elements of learning style in general and the Onion Model framework of different learning style theories. The theory of multiple intelligences is considered, field dependent and field independent learning styles are reviewed, and the idea of left brain and right brain dominance is discussed. The second part of the paper examines learning styles particular to African-American, Asian-American, Hispanic, and European-American cultures, and reviews research pertaining to differences across cultures. Finally, the paper discusses results of a questionnaire on learning styles that was distributed to 19 elementary school teachers. Responses showed that teachers disagreed about whether culture affects learning style or whether differences in learning style are based on individual differences. The paper concludes with some general characteristics particular to certain cultures noted by the teachers. (Contains 15 references.)"
Social Class and the Egalitarian Ethos: Case Study from a Rural School Serving Amish Children. Online Submission, Paper presented at the nnual meeting of the American Educational Studies Association (Cleveland, OH, October 2007) , October 2007, pp. 24, 24 refs. Howley-Aimee, Howley-Craig.
Cultural Borderlands: Cultural Dissonance in the International School. International Schools Journal, Apr 2002, vol. 21, no. 2, p. 42-53, ISSN: 0264-7281. Allan-Michael.
"Discusses an investigation into the process of intercultural learning in an international school. Reports that cultural dissonance among students, between students and teachers, and in relation to the school culture, seemed to be the catalyst by which intercultural learning took place. Describes Hofstede's study of national cultural dimensions in relation to modern international schools. (Contains 19 references.)"