Weaving Instructional Leadership and Indigenous Knowledge: An Exploratory Case Study

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dc.contributor.advisorLouie, Dustin William
dc.contributor.authorKraushaar, Ryan David
dc.contributor.committeememberLowan-Trudeau, Gregory
dc.contributor.committeememberCottrell, Michael
dc.contributor.committeememberOttmann, Jacqueline
dc.contributor.committeememberDonlevy, James Kent
dc.contributor.committeememberSpencer, Brenda L.
dc.date2018-06
dc.date.accessioned2018-04-17T18:52:55Z
dc.date.available2018-04-17T18:52:55Z
dc.date.issued2018-04-11
dc.description.abstractThis study focused on the research question “What constitutes instructional leadership from a First Nation community school perspective?” The purpose of the study was to find out what constitutes instructional leadership through a First Nation and school community perspective. The hope of the research is that by weaving together Indigenous knowledge teachings and instructional leadership student outcomes would be improved. This qualitative case study implemented focus groups and semi-structured interviews that were respectful of local Indigenous protocols. Focus groups were used for teachers and semi-structured interviews were held for school leadership. Information was obtained through semi-structured questioning, and both focus groups and interviews were recorded then manually analyzed. The research study involved an extensive literature review on instructional leadership theories and practices, and Indigenous knowledges. The study found that instructional leadership in a First Nation school setting should: 1. Draw from First Nation teachings; 2. Focus on developing relational trust with students; 3. Demonstrate an ethic of care for the students and the community; 4. Have strong evidence of active and ongoing efforts to learn about First Nation teachings by the school community (e.g., teachers, staff, school leaders). It is recommended that instructional leaders in First Nation school contexts include Elders and community members in school planning and decision-making processes, and that instructional leaders create bridges between Indigenous and non-Indigenous knowledge teachings and content in curriculum.en_US
dc.identifier.citationKraushaar, R. D. (2018). Weaving Instructional Leadership and Indigenous Knowledge: An Exploratory Case Study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/31794en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31794
dc.identifier.urihttp://hdl.handle.net/1880/106506
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.facultyWerklund School of Education
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.subject.classificationEducation--Administrationen_US
dc.titleWeaving Instructional Leadership and Indigenous Knowledge: An Exploratory Case Study
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
ucalgary.thesis.checklistI confirm that I have submitted all of the required forms to Faculty of Graduate Studies.en_US
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