Literaturnachweis - Detailanzeige
| Autor/in | Fasolino, Kristen Leigh |
|---|---|
| Titel | Small School Principals' Resource Acquisition and Utilization Experience to Serve Their Most Needy Student Populations |
| Quelle | (2022), (157 Seiten)
PDF als Volltext Ed.D. Dissertation, Sage Graduate School |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3776-2487-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Principals; High Schools; Small Schools; Educational Resources; Public Schools; Barriers; School Policy; Educational Policy; Student Needs; At Risk Students; Pennsylvania (Philadelphia) |
| Abstract | Since the first endeavors at high school restructuring, there have been attempts to summarize the findings on school size (Bickel et al., 2000). However, there has been a wide range of outcomes over the years that have yet to identify a definitive consensus amongst the research on the effects of the small high school movement (Research for Action, 2009; Shiller, 2009). This qualitative phenomenological study aims to explore the resource acquisition and utilization experiences of principals who lead high schools restructured or newly created through the small high school initiative/movement in The School District of Philadelphia. The Four R's Framework for Urban High School Reform outlined by Hemmings (2012) as managing site-based change through restructuring, re-envisioning, reculturation and remoralization was used to analyze how principals acquire and employ these resources. A total of 12 principals who have at least 1 years of experience in leading restructured or newly created small high schools participated in the study. A phenomenological approach was chosen to understand the principal's lived experiences in acquiring and utilizing resources and the nuances of these experiences. The primary method of inquiry was interviews with current principals of restructured and newly created small public high schools in Philadelphia; previously downsized from originally larger learning communities, or newly created as part of The School District of Philadelphia small high school movement. Interviews were conducted by phone or video conferencing using digital conferring platforms and the researcher also took notes as an extra layer of data collection. The researcher reviewed audio recordings of interviews and transcribed by hand the recordings to written format. Once the transcription is completed, the researcher engaged in a coding process looking for overall themes and patterns to assist in efficient coding of data and the findings were analyzed and written using pseudonyms. The findings included emergent themes that surfaced that schools face a multitude of internal and external barriers to resource acquisition and utilization. The most significant finding being misalignment between school level policy and district, state and federal policy was a hindrance for all participants. The conclusions of this study aided in clarifying what issues principals face in the process of acquiring and utilizing resources in service of their most needy student populations. They include multiple layers of barriers that principals must face. Barriers were found to be both internal at the school and external resultant from misalignment between local policy, and state and federal policy. In order to circumvent these barriers principals needed to get creative and think outside the box to supplement their budgets and acquire the necessary resources for their student populations. The practices and strategies were found to be in alignment with The Four Rs of Urban Public High School Reform (Hemmings, 2012). [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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