Award Date

1-1-1991

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Administration and Higher Education

First Committee Member

Gerald C. Kops

Number of Pages

277

Abstract

The Restructuring of a Rural Utah High School was a case study which explained the setting and the events related to the restructuring of North Sevier High School in Salina, Utah from 1989-1992. The purpose of the study was to identify issues and problems in restructuring which could provide insight for school leaders of for policy makers in education. Data for the study was collected by interviewing participants in the restructuring project including teachers, community members, board members, and district administrators. The researcher was the principal of the school at the time of the events of the case and at the time of the study; The findings were presented as a chronological narrative and were analyzed according to the restructuring of: (a) student experiences; (b) the professional lives of teachers; (c) leadership, management, and governance of the school; and (d) the role of the community in the school; The study identified the following issues for consideration by policy makers and educational leaders involved in school restructuring: (a) leadership at the level of the school principal; (b) the establishment of shared values and beliefs; and (c) the power of locally developed change versus adopted programs. A model was developed which explained the relationships of the beliefs that developed in the restructuring project at North Sevier High School and which may provide insight for other school leaders as they consider the development of a framework for understanding the educational values and beliefs in other restructuring programs.

Keywords

High; Restructuring; Rural; Rural Schools; School; School; Utah; Rural Schools

Controlled Subject

Education, Secondary; School management and organization

File Format

pdf

File Size

10199.04 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/x4fh-ua2r


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