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"I'm just glad I'm here": Stakeholde...

Hamm, Lyle D.

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"I'm just glad I'm here": Stakeholder perceptions from one school in a community undergoing demographic changes on the Alberta Grasslands.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	"I'm just glad I'm here": Stakeholder perceptions from one school in a community undergoing demographic changes on the Alberta Grasslands./
作者:	Hamm, Lyle D.
面頁冊數:	316 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2712.
Contained By:	Dissertation Abstracts International71-08A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR64113
ISBN:	9780494641132

"I'm just glad I'm here": Stakeholder perceptions from one school in a community undergoing demographic changes on the Alberta Grasslands.
Hamm, Lyle D.

"I'm just glad I'm here": Stakeholder perceptions from one school in a community undergoing demographic changes on the Alberta Grasslands. - 316 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2712.

Thesis (Ph.D.)--University of Calgary (Canada), 2010.

This dissertation thesis describes a qualitative case study of one high school within a district in southern Alberta where increasing numbers of students from diverse cultural, racial, linguistic and socioeconomic backgrounds have entered the school system.

ISBN: 9780494641132Subjects--Topical Terms:

626654
Education, Sociology of.

"I'm just glad I'm here": Stakeholder perceptions from one school in a community undergoing demographic changes on the Alberta Grasslands.
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245 1 0 $a "I'm just glad I'm here": Stakeholder perceptions from one school in a community undergoing demographic changes on the Alberta Grasslands.
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500 $a Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2712.
502 $a Thesis (Ph.D.)--University of Calgary (Canada), 2010.
520 $a This dissertation thesis describes a qualitative case study of one high school within a district in southern Alberta where increasing numbers of students from diverse cultural, racial, linguistic and socioeconomic backgrounds have entered the school system.
520 $a Drawing from constructivism and critical theory, the researcher investigated the perceptions of the collective and inclusive leadership elements within the school as they addressed the needs of three stakeholders groups. These perceptions were drawn from three administrators, five teachers and four students through semi-structured interviews. Additional data were also gathered through an initial survey instrument, extensive field notes and school and community documents.
520 $a Data were coded and categorized using a continuous process of analysis (Stewart, 2007). Dimmock and Walker's (1998, 2005) cross-cultural school focused model supported the researcher in the process of data analysis. Findings revealed that the participants were confronting many new challenges that had emerged in the increasingly diverse school context they were teaching and learning in. Five initial themes arose from the survey instrument and seven major themes emerged from the interview data. The seven major themes that emerged in the study were: (i) language and communication barriers; (ii) professional development and collaboration; (iii) curriculum and pacing in the classroom; (iv) societal influences on the school; (v) issues with equity; (vi) relationships among stakeholders; and, (vii) safe and caring school/community.
520 $a The findings suggest that further action has to be taken in district schools to address and support the many stakeholders teaching, administrating and learning in the increasingly diverse educational settings. Administrators, teachers, and district leaders should become more proactive in confronting the issues and challenges that have been ushered in with the rapidly changing demographics affecting the community.
520 $a Several recommendations are provided at the conclusion of the study for teachers, administrators, policy makers and university personnel.
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