A Social Ecological Approach to Leading Student Resilience: A Qualitative Multiple Case Study in Alberta Charter Schools

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atmire.migration.oldid5897
dc.contributor.advisorBrandon, Jim
dc.contributor.authorHooper, Christopher, Charles
dc.contributor.committeememberHandford, Victoria
dc.contributor.committeememberMendaglio, Salvatore
dc.contributor.committeememberSimmons, Marlon
dc.contributor.committeememberBrown, Barbara
dc.date.accessioned2017-08-29T18:20:38Z
dc.date.available2017-08-29T18:20:38Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractThe phenomenon of how school leaders understand and foster the development of resilience in students is important yet there is limited research in this area. Thus, the purpose of this study was to explore this phenomenon in Alberta Charter Schools (ACS) using a qualitative, multiple case study approach (Stake, 2006; Merriam, 1998). A purposeful sample composed of 20 ACS leaders from five different schools participated in the study during the 2016-17 school year. The data collection methods included semi-structured principal interviews, focus groups of school leaders, document reviews, and field notes/observations. The cross-case analysis was guided by the quintain, how school leadership bolsters resilience in students, and the study’s conceptual and theoretical frameworks. The cross-case analysis revealed five key cross-case themes. ACS leaders: (a) understood student resilience was shaped by internal and external protective factors, (b) understood resilience in terms of understanding the concept of risk, (c) fostered the development of resilience through distributed leadership, (d) fostered the development of resilience through an emphasis upon teacher learning and development, and (e) fostered the development of resilience through strategic resourcing. The transferability of this study’s findings is discussed and implications for policy, leadership practice, and educational leadership research are presented. Key words: School leadership, student resilience, multiple case study, Alberta Charter Schoolsen_US
dc.identifier.citationHooper, C. (2017). A Social Ecological Approach to Leading Student Resilience: A Qualitative Multiple Case Study in Alberta Charter Schools (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25010en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/25010
dc.identifier.urihttp://hdl.handle.net/11023/4046
dc.language.isoeng
dc.publisher.facultyGraduate Studies
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.subjectEducation--Health
dc.subject.otherSchool Leadership
dc.subject.otherStudent Resilience
dc.subject.otherCharter Schools
dc.titleA Social Ecological Approach to Leading Student Resilience: A Qualitative Multiple Case Study in Alberta Charter Schools
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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