A NARRATIVE INQUIRY INTO THE DEVELOPMENT OF AN ACADEMY:
| dc.contributor.advisor | White, Cameron S. | |
| dc.contributor.committeeMember | Craig, Cheryl J. | |
| dc.contributor.committeeMember | Busch, Steven D. | |
| dc.contributor.committeeMember | Yuping, Anselm | |
| dc.creator | Crowell, Ethan | |
| dc.date.accessioned | 2012-04-19T14:30:38Z | |
| dc.date.accessioned | 2012-04-19T14:30:39Z | |
| dc.date.available | 2012-04-19T14:30:38Z | |
| dc.date.available | 2012-04-19T14:30:39Z | |
| dc.date.created | May 2011 | |
| dc.date.issued | 2011-05 | |
| dc.date.updated | 2012-04-19T14:30:40Z | |
| dc.description.abstract | The research in this thesis focuses on the experience of one administrator and two teachers in a magnet program with a global studies theme. The research methodology is narrative inquiry and strives to make meaning from the participants experiences in the program and in their classrooms. This experience is collected from storytelling, interviews, and journal writing over the course of a year. The focus of the research is the lived experience of the co-researchers and the “lessons learned” during the development and implementation of a new global studies program and the “re-development” of the same program in a three year window. Attention is paid to multiple stories within the storied flow of the co-researchers and the organizational narrative. The primary researcher is embedded in the research field, and addresses the special challenges of magnet program leadership. Four qualities of narrative inquiry are pursued, they are: (1)research on the boundaries of formalistic research (2) narrative truth (3) knowing through relationship (4) research in the storied midst. Reflection on the magnet school landscape, and the relational connections that affect perceptions of the magnet program both in the school and the broader community is the final piece of this research. | |
| dc.description.department | Educational Leadership and Cultural Studies, Department of | |
| dc.format.digitalOrigin | born digital | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | http://hdl.handle.net/10657/275 | |
| dc.language.iso | eng | |
| dc.rights | The author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s). | |
| dc.subject | Narrative inquiry | |
| dc.subject | Magnet program | |
| dc.subject.lcsh | Magnet schools--United States | |
| dc.subject.lcsh | Narrative inquiry (Research method) | |
| dc.subject.lcsh | Curriculum change--United States | |
| dc.title | A NARRATIVE INQUIRY INTO THE DEVELOPMENT OF AN ACADEMY: | |
| dc.type.dcmi | Text | |
| dc.type.genre | Thesis | |
| thesis.degree.college | College of Education | |
| thesis.degree.department | Educational Leadership and Cultural Studies, Department of | |
| thesis.degree.discipline | Professional Leadership | |
| thesis.degree.grantor | University of Houston | |
| thesis.degree.level | Doctoral | |
| thesis.degree.major | Leadership | |
| thesis.degree.name | Doctor of Education |