I'm just glad I'm here: stakeholder perceptions from one school in a community undergoing demographic changes on the Alberta grasslands

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dc.contributor.advisorGoddard, Tim J.
dc.contributor.advisorSherman, Ann
dc.contributor.authorHamm, Lyle D.
dc.date.accessioned2017-12-18T22:02:07Z
dc.date.available2017-12-18T22:02:07Z
dc.date.issued2009
dc.descriptionBibliography: p. 264-282en
dc.description.abstractThis dissertation thesis describes a qualitative case study of one high school within a district in southern Alberta where increasing numbers of students from diverse cultural, racial, linguistic and socioeconomic backgrounds have entered the school system. Drawing from constructivism and critical theory, the researcher investigated the perceptions of the collective and inclusive leadership elements within the school as they addressed the needs of three stakeholders groups. These perceptions were drawn from three administrators, five teachers and four students through semi-structured interviews. Additional data were also gathered through an initial survey instrument, extensive field notes and school and community documents. Data were coded and categorized using a continuous process of analysis (Stewart, 2007). Dimmock and Walker's (1998, 2005) cross-cultural school focused model supported the researcher in the process of data analysis. Findings revealed that the participants were confronting many new challenges that had emerged in the increasingly diverse school context they were teaching and learning in. Five initial themes arose from the survey instrument and seven major themes emerged from the interview data. The seven major themes that emerged in the study were: (i) language and communication barriers; (ii) professional development and collaboration; (iii) curriculum and pacing in the classroom; (iv) societal influences on the school; (v) issues with equity; (vi) relationships among stakeholders; and, (vii) safe and caring school/community. The findings suggest that further action has to be taken in district schools to address and support the many stakeholders teaching, administrating and learning in the increasingly diverse educational settings. Administrators, teachers, and district leaders should become more proactive in confronting the issues and challenges that have been ushered in with the rapidly changing demographics affecting the community. Several recommendations are provided at the conclusion of the study for teachers, administrators, policy makers and university personnel.
dc.format.extentxvi, 316 leaves : ill. ; 30 cm.en
dc.identifier.citationHamm, L. D. (2009). I'm just glad I'm here: stakeholder perceptions from one school in a community undergoing demographic changes on the Alberta grasslands (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/3229en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/3229
dc.identifier.urihttp://hdl.handle.net/1880/104230
dc.language.isoeng
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleI'm just glad I'm here: stakeholder perceptions from one school in a community undergoing demographic changes on the Alberta grasslands
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1864 520502034
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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