Perceptions of US School District Leaders Implementing Learner or Problem-Centered Educational Initiatives: Ideology, Actions, and Resources

Autor/in	Unis Truboff, Jennifer
Titel	Perceptions of US School District Leaders Implementing Learner or Problem-Centered Educational Initiatives: Ideology, Actions, and Resources
Quelle	(2022), (348 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-2881-9
Schlagwörter	Hochschulschrift; Dissertation; Superintendents; Administrator Attitudes; Program Implementation; Student Centered Learning; Problem Based Learning; School Districts; Ideology; Economic Factors; Politics of Education; Social Influences; School Demography; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulrat; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Problem-based learning; Problemorientiertes Lernen; School district; Schulbezirk; Ideologie; Ökonomischer Faktor; Educational policy; Bildungspolitik; Sozialer Einfluss; Schulbesuchsrate
Abstract	The purpose of this study was to assist learner and problem-centered education advocates and practitioners in increasing the number of these educational paradigms within US public schools. Lin's theoretical framework for social capital and a thematic review of school governance and curricular policies in the literature for each US educational reform period guided this study's design and analysis. This study's overarching research question asked how district leaders' perceptions of their district's learning ideology and its economic, political, and social context informed their actions when acquiring and utilizing resources to implement learner or problem-centered educational initiatives successfully. As such, this study sought to answer the following questions: (1) How might the ideologies associated with learner or problem-centered educational paradigms inform district leaders' social interactions? (2) How might the district's economic, political, and social dynamics influence district leaders' purposeful interactions with others? (3) How do district leaders utilize socially embedded resources to implement successful learner or problem-centered educational initiatives? A basic qualitative approach was used to explore and describe district leaders' perceptions using rich descriptions of their experiences. It is evident that district leaders purposefully interacted with their stakeholders to induct and acculturate them into the district's learning ideology. Additionally, the demographic characteristics of a district's students and their families' income levels, along with its internal structures and policies regarding authority and decision-making and the willingness of stakeholders to embrace the initiative, influenced district leaders' purposeful interactions with others. Furthermore, district leaders utilized their access to socially embedded resources to obtain information, influence, reinforcement, and social credentials to overcome structural barriers to implementing and sustaining their district's learner or problem-centered initiative. These findings, along with the identification and analysis of related themes, have the potential to assist learner and problem-centered education advocates and practitioners interested in increasing the number of these educational paradigms within public schools. [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	2024/1/01