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Care and Social-Emotional Well-Being : = Organizational Conditions in Policy and Practice.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Care and Social-Emotional Well-Being :/
Reminder of title:	Organizational Conditions in Policy and Practice.
Author:	Kennedy, Kate Elizabeth.
Description:	1 online resource (259 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
Contained By:	Dissertations Abstracts International84-06A.
Subject:	Education policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30243390click for full text (PQDT)
ISBN:	9798363504471

Care and Social-Emotional Well-Being : = Organizational Conditions in Policy and Practice.
Kennedy, Kate Elizabeth.

Care and Social-Emotional Well-Being :Organizational Conditions in Policy and Practice. - 1 online resource (259 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: A.

Thesis (Ph.D.)--University of Southern California, 2022.

Includes bibliographical references

Care and social-emotional supports are critical issues in education. After years of social isolation and loss related to the COVID-19 pandemic, as well as anxiety due to social unrest, conservative backlash, and climate change, school districts are increasingly taking up the work of providing social-emotional well-being, mental health, and caring supports. Yet how school districts organize around issues of care-and to what extent district leaders think about caring leadership-are under-examined and under-theorized in education leadership and policy studies. This dissertation study seeks to fill these gaps through four empirical papers. I open with a systematic literature review on care and love in K12 education, presented in chapter 2. Then, in chapter 3, I draw on qualitative data using a grounded theory approach, resulting in a novel definition of district-level care. In a move toward theorizing organizational care, I advance a series of theoretical propositions. The next paper presents the findings of an instrumental case study conducted in a purposively chosen caring school district. I find that district-level care was multidimensional and distributed, enacted through a collective vision of care that was rooted in a love of place and focused on healing. The final paper is a case study of school district leaders, presented in chapter 5. I examine how, and to what extent, care and well-being supports are institutionalized across the meso, or field, level. Analysis revealed field-level patterns of care and social-emotional well-being supports. In this paper I put classic ideas from institutional theory into conversation with my case study findings, discussing the process of institutionalizing care. Together, these papers offer new evidence about district-level caring.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798363504471Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

CareIndex Terms--Genre/Form:

542853
Electronic books.

Care and Social-Emotional Well-Being : = Organizational Conditions in Policy and Practice.
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500 $a Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
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502 $a Thesis (Ph.D.)--University of Southern California, 2022.
504 $a Includes bibliographical references
520 $a Care and social-emotional supports are critical issues in education. After years of social isolation and loss related to the COVID-19 pandemic, as well as anxiety due to social unrest, conservative backlash, and climate change, school districts are increasingly taking up the work of providing social-emotional well-being, mental health, and caring supports. Yet how school districts organize around issues of care-and to what extent district leaders think about caring leadership-are under-examined and under-theorized in education leadership and policy studies. This dissertation study seeks to fill these gaps through four empirical papers. I open with a systematic literature review on care and love in K12 education, presented in chapter 2. Then, in chapter 3, I draw on qualitative data using a grounded theory approach, resulting in a novel definition of district-level care. In a move toward theorizing organizational care, I advance a series of theoretical propositions. The next paper presents the findings of an instrumental case study conducted in a purposively chosen caring school district. I find that district-level care was multidimensional and distributed, enacted through a collective vision of care that was rooted in a love of place and focused on healing. The final paper is a case study of school district leaders, presented in chapter 5. I examine how, and to what extent, care and well-being supports are institutionalized across the meso, or field, level. Analysis revealed field-level patterns of care and social-emotional well-being supports. In this paper I put classic ideas from institutional theory into conversation with my case study findings, discussing the process of institutionalizing care. Together, these papers offer new evidence about district-level caring.
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