This qualitative case study was designed to explore the culture of an exemplary equitable high school through the students’ perspective. In this study, a high school was chosen that has transformed learning and systematically integrated a system-wide approach to meeting the needs of the whole child by upholding the academic, social, emotional, and physical needs of children in order to increase student engagement, equity, and achievement, and decrease the achievement gap and student drop-out rate. The case study was built on data gathered from one-on-one interviews with 12 students and observations of 13 teachers and a guidance counselor. Findings emerged from student interviewees, artifacts, teacher observations, and school observations. The research question that guided the study was as follows: What is the culture of a high school that has become exemplary through an Equity through Excellence paradigm from the students’ perspective? This question was answered through the identification of a culture of equity, which consisted of individualization, peer support, and teacher support (as student themes) and individualization, engagement, and support (as teacher themes). The main implication derived from the study was that there is a close relationship between teacher interest, student engagement, the development of a culture of equity, and academic excellence. Schools that focus more attention on individualizing relationships with students, increasing peer support, building engagement, and identifying and preventing bullying may develop or sustain a culture of equity.
|Advisor:||Reinert, Paul M.|
|Commitee:||Eisele, Kurt W., Mackesy, Blake L.|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 79/07(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Secondary education|
|Keywords:||Equitable learning opportunities, Equity through Excellence, Exemplary high school, School culture, Sociocultural theory|
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