Teaching, Learning, Policy & Leadership Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2759
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Item A MISSING PIECE: EXAMINING TEACHERS’ RESPONSES TO GENDER-BASED VIOLENCE IN SCHOOLS IN BURKINA FASO(2019) Spear, Anne; Stromquist, Nelly; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Gender inequality leading to gendered violence in schools is a concerning reality worldwide. This study examines gender-based violence (GBV) in an educational context by conducting a vertical comparative case study on gender-based violence at two secondary schools in the central area of Burkina Faso, West Africa. The study sought to understand the multiple influences that guide secondary schoolteachers’ responses to GBV and the implementation of existing national policies in combatting the violence in Burkina Faso. Using the feminist poststructuralist framework, the study conducted discourse analysis of policies and explored teachers’ discourse of the phenomenon through how teachers’ meaning-making of GBV in schools contributes to decisions around addressing the violence. This qualitative research contributes to the on-going discussion of how teachers can be change agents in schools. These findings can help inform teachers’ training programs and national policy.Item An Analysis of Principal Attrition in a Large Urban School District(2016) Anthony, Douglas W; McLauglin, Margaret J; Norris, John; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Principal attrition is a national problem particularly in large urban school districts. Research confirms that schools that serve high proportions of children living in poverty have the most difficulty attracting and retaining competent school leaders. Principals who are at the helm of high poverty schools have a higher turnover rate than the national average of three to four years and higher rates of teacher attrition. This leadership turnover has a fiscal impact on districts and negatively affects student achievement. Research identifies a myriad of reasons why administrators leave the role of principal: some leave the position for retirement; some exit based on difficulty of the role and lack of support; and some simply leave for other opportunities within and outside of the profession altogether. As expectations for both teacher and learner performance drive the national education agenda, understanding how to keep effective principals in their jobs is critical. This study examined the factors that principals in a large urban district identified as potentially affecting their decisions to stay in the position. The study utilized a multi-dimensional, web-based questionnaire to examine principals’ perceptions regarding contributing factors that impact tenure. Results indicated that: • having a quality teaching staff and establishing a positive work-life balance were important stay factors for principals; • having an effective supervisor and collegial support from other principals, were helpful supports; and • having adequate resources, time for long-term planning, and teacher support and resources were critical working conditions. Taken together, these indicators were the most frequently cited factors that would keep principals in their positions. The results were used to create a framework that may serve as a potential guide for addressing principal retention.Item UNIVERSITY GOING IN CONTEXT: A CASE STUDY OF GUSII STUDENTS OF SOUTHWESTERN KENYA(2009) Choti, Truphena Moraa; Lin, Jing; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Dissertation Title: UNIVERSITY GOING IN CONTEXT: A CASE STUDY OF GUSII STUDENTS OF SOUTHWESTERN KENYA Truphena Moraa Choti, Doctor of Philosophy, 2009 Directed By: Prof. Jing Lin, Department of Education Leadership, Higher Education, and International Education University of Maryland, College Park The main objective of this qualitative ethnographic case study is to ascertain the level of awareness and preparedness among high school students in Gusiiland, Southwestern Kenya, for university education opportunities and possibilities. Through an in-depth interviewing process, a purposive sample of twelve students and four focus groups were conducted in four Gusii high schools to capture students' perceptions and conceptions of the university going process. In addition, twelve parents and eight teachers participated in the study. The data were analyzed to identify a set of ideas, issues and themes from all the participants. Also, data from each target student were analyzed as case study, and later a cross-case analysis was undertaken to refine data across participants and schools. Utilizing the theories of social capital, cultural capital and human capital, this study explores the role of the family, school and community in the preparation of students' university going within their socio-cultural environment. Structural inequality in the distribution of educational resources, rigidness of the curriculum and overemphasis on examinations, extreme poverty and local politics emerged as some the barriers to university pathway for Gusii high school students. To overcome these impediments, students adopted unique strategies characterized by strict study schedule, group networks and holiday tuition to gain entry into university. This research contributes original material on the university going process in Kenya and hopes to shed light for future research in this hitherto unexplored academic area. Finding out what students know about higher education including their plans on how to pay for their university costs is worthwhile in helping Kenyan policy makers and scholars in understanding the needs of prospective undergraduate students entering Kenyan universities.