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An ethnographic inquiry into the dyn...

Thompson, Shanna Rose.

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An ethnographic inquiry into the dynamic nature of the resilience building process of teachers in an alternative high school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An ethnographic inquiry into the dynamic nature of the resilience building process of teachers in an alternative high school./
作者:	Thompson, Shanna Rose.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	311 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107164
ISBN:	9781339705668

An ethnographic inquiry into the dynamic nature of the resilience building process of teachers in an alternative high school.
Thompson, Shanna Rose.

An ethnographic inquiry into the dynamic nature of the resilience building process of teachers in an alternative high school. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 311 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ed.D.)--University of Massachusetts Lowell, 2016.

This ethnographic investigation was guided by the following research question: Why does Second Chance Charter have a high rate of teacher retention if their teachers are being underpaid compared to their traditional counterparts, and experiencing emotional stress due to the population of students they serve? Second Chance Charter was the research site of this investigation. It is a New England Association of Schools and Colleges (NEASC) accredited, non-graded college preparatory charter high school that has been operational for 17 years and located in an urban community. This research site was selected because it is an alternative school designed specifically for students, ages 16-21 years old, who either left their district high school prior to graduation or are significantly at risk of dropping out of school. This study focuses on the perspectives and experiences of 11 teachers and two administrators working with students at this site during the 2012-2013 school year. In order to build redundancy into the study, the following sources of data were collected: 37 in-depth one-on-one interviews (30-60 minutes each), more than 50 school days of participant observations spread throughout the school year, and four 60-90 minute focus groups (two with teachers, two with administrators). Other school data collected during the course of the year includes: artifacts, documents, and visual data. Analysis of the aforementioned data reveals that the school examined has strong teacher retention even though these teachers are underpaid compared to their traditional counterparts, and experience emotional stress due to the population of students they serve. However, it appears that the school's teachers remain resilient while serving as life coaches for their students and that the teacher retention at this school is attributable to a high level of resilience. Moreover, the teachers' resilience is bolstered by how they collectively cope with the emotional stress inherent to their work, how they collectively define themselves, the transformational leadership the administrators provide, and the strengths-based approach they employ, as well as the purposeful, collective actions this community takes to maintain a supportive, rewarding, and meaningful work environment that promotes positive mental health and well-being. Implications for policy and practice based on this study's findings are also provided.

ISBN: 9781339705668Subjects--Topical Terms:

529436
Educational leadership.

An ethnographic inquiry into the dynamic nature of the resilience building process of teachers in an alternative high school.
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