On the Cusp: A School District and Two Communities Respond to an Oil Pre-Boom

Autor/in	Genareo, Vincent Roman
Titel	On the Cusp: A School District and Two Communities Respond to an Oil Pre-Boom
Quelle	(2013), (242 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Dakota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-3852-3
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; School Districts; Qualitative Research; Interviews; Participant Observation; Rural Areas; Fuels; School Community Relationship; Teacher Attitudes; Administrator Attitudes; Community Attitudes; Teaching Methods; Learning Processes; Social Change; Futures (of Society); Student Mobility; Educational Finance; Peer Acceptance; Migrant Children; Faculty Workload; History; Geographic Location; Community Planning; Teacher Education; Social Structure; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; School district; Schulbezirk; Qualitative Forschung; Interviewing; Interviewtechnik; Teilnehmende Beobachtung; Rural area; Ländlicher Raum; Treibstoff; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Sozialer Wandel; Future; Society; Zukunft; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Bildungsfonds; Geschichte; Geschichtsdarstellung; Lehrerausbildung; Lehrerbildung; Sozialstruktur
Abstract	This case study is an investigation of the attitudes, perceptions, and reactions of school staff and community members in a rural pre-boom school district. In the early stage of an oil boom, real and perceived disruptions commonly occur in the schools and communities that are affected. The preparations and responses that residents make to the changes may determine the community's future success, so understanding the impacts in the initial pre-boom growth stage is vital. Using qualitative methods of interviews, participant observations, and document analyses, this study researched 41 participants in a rural school district and two communities. The literature review and data investigation were framed partly around the Social Disruption Hypothesis, and the analysis suggests that the oil pre-boom stage impacts space, teaching and learning, and causes social disruptions. These three affected areas contribute to and are influenced by the uncertain future that accompanies boom cycles. Individual variables seem to determine community member responses to a boom, and these participants responded to change by supporting, resisting, or deserting their communities. The school district was challenged with transient students, changes to funding, teacher workload, and teacher paradigm shifts in the way they viewed their future instruction. Community support for the schools, as well as peer acceptance of new students, remained strong. Community contexts, including history, physical location, and types of growth, may partially explain differences in residents' preparations and reactions. Recommendations for community planning, school teaching and administration, and university preparation of preservice teachers are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01