Chinese-Canadian Bilingual Program: Perceptions of School Culture and Leadership

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dc.contributor.advisorRoessingh, Hetty
dc.contributor.authorCheung, Christine Esther
dc.contributor.committeememberSpencer, Brenda L.
dc.contributor.committeememberRoy, Sylvie
dc.date2019-11
dc.date.accessioned2019-09-25T14:36:11Z
dc.date.available2019-09-25T14:36:11Z
dc.date.issued2019-09-13
dc.description.abstractThe culture of every school is unique and exclusive to just their setting. A school’s culture evolves over time and it is the responsibility of the school’s leaders to understand it, cultivate it, change it if necessary, work within it, and negotiate it. The culture of a Chinese-Canadian bilingual program can be more distinctive and therefore complex to negotiate by school leaders as stakeholders have culturally and linguistically based expectations of the program that are linked to their own ancestral and/or ethnic culture. It therefore becomes important for leaders of Chinese bilingual programs to understand these expectations and unique aspects of their school culture in order to succeed. The purpose of this study was to identify the components and influences of the school culture of a Chinese-Canadian bilingual program and how the leaders of this program negotiated these components and influences. This inquiry was done through a qualitative research approach that employed a bounded case study methodology. Data was gathered through an anonymous online questionnaire that was given to the parents and teachers of this Chinese bilingual program, as well as through the review of school documents that were available to the public, and from drawing on personal experiences. The findings of this inquiry determined that the leaders of the Chinese Bilingual program must address the funds of knowledge of the parents, teachers, and of themselves. They do so by drawing on the properties of funds of knowledge, culturally responsive leadership, and linguistically responsive leadership, which in turn contribute to strengthening relational trust, shared leadership, and instructional leadership.en_US
dc.identifier.citationCheung, C. E. (2019). Chinese-Canadian Bilingual Program: Perceptions of School Culture and Leadership (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/37122
dc.identifier.urihttp://hdl.handle.net/1880/111060
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
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.en_US
dc.subjectbilingual program leadershipen_US
dc.subjectschool cultureen_US
dc.subjectculturally responsive leadershipen_US
dc.subjectlinguistically responsive leadershipen_US
dc.subject.classificationEducation--Bilingual and Multiculturalen_US
dc.titleChinese-Canadian Bilingual Program: Perceptions of School Culture and Leadershipen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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