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Place as problem or possibility: Th...

Budge, Kathleen M.

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Place as problem or possibility: The influence of rurality and a sense of place on leaders in one rural school district.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Place as problem or possibility: The influence of rurality and a sense of place on leaders in one rural school district./
作者:	Budge, Kathleen M.
面頁冊數:	171 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2448.
Contained By:	Dissertation Abstracts International66-07A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3183343
ISBN:	9780542245930

Place as problem or possibility: The influence of rurality and a sense of place on leaders in one rural school district.
Budge, Kathleen M.

Place as problem or possibility: The influence of rurality and a sense of place on leaders in one rural school district. - 171 p.

Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2448.

Thesis (Ed.D.)--University of Washington, 2005.

"No real culture---whether we speak of food or of politics or of anything else---can exist in abstraction from place. Yet, that abstraction is one of the hallmarks of our time." -Dennis Kemmis, Community and the Politics of Place

ISBN: 9780542245930Subjects--Topical Terms:

626645
Education, Administration.

Place as problem or possibility: The influence of rurality and a sense of place on leaders in one rural school district.
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245 1 0 $a Place as problem or possibility: The influence of rurality and a sense of place on leaders in one rural school district.
300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2448.
500 $a Chair: Edward Taylor.
502 $a Thesis (Ed.D.)--University of Washington, 2005.
520 $a "No real culture---whether we speak of food or of politics or of anything else---can exist in abstraction from place. Yet, that abstraction is one of the hallmarks of our time." -Dennis Kemmis, Community and the Politics of Place
520 $a Rural school districts face challenges and possess strengths that are poorly understood, under researched, and different from their urban and suburban counterparts. In expecting systemic reform to proceed rationally, regardless of the particularities of local places, policy makers may have underestimated the power of local context. This study examines how rurality and "sense of place" influence rural leaders' beliefs about purposes of schooling, their conceptualization of achievement and their theories of action amidst state and federal education reform mandates in one rural school district. This case study utilizes data from three sources: semi-structured interviews of leaders from different "vantage points" within the district and community, document reviews, and member checks. Multiple data sources provide a cross-check of findings and develop a holistic understanding of the influence of rurality and sense of place on rural leaders' beliefs and theory of action in the district under study. Three spheres of leadership might benefit from systematic inquiry into factors influencing rural leaders' beliefs and theories of action: (1) local rural school district leaders, (2) external leaders who support them, and (3) policy makers. Exploring rural student achievement through a sociocultural lens focused on rural leadership has implications for the assumptions and conventions associated with education reform and accountability held by federal/state policy makers, and provides a basis from which solutions to the problem of rural underachievement can be explored.
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