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dc.contributor.advisorEdmonds, Caroleeng
dc.contributor.advisorMessner, Phillip E. (Phillip Eugene), 1941-eng
dc.contributor.authorLaughlin, Maryeng
dc.date.issued2012eng
dc.date.submitted2012 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on February 27, 2013).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisors: Drs. Carole Edmonds and Phillip Messnereng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2012.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description"December, 2012"eng
dc.description.abstractThis case study is designed to increase the understanding of an organization's cultural impact on students' improved learning. While much literature exists on best practice strategies for student learning, less is known about what influences are embedded in a school's culture that improve student learning (Angel, Christensen & Hill, 2006; Finn, Manno & Vanourek, 2000). Even less is known about what influences improve learning in charter schools due to the variety of design, systems, programs, and student body and teacher populations; therefore, more studies are warranted that isolate variables to learn more about what is successful and not (Angel, Christensen & Hill, 2006, CREDO, 2009; Nelson, Rosenberg & Van Meter, 2004). The lens used to conduct this mixed methods descriptive case study is organizational culture, called macroculture by Schein (2010). The education system as a whole then narrows to a school culture, or microculture, said Schein (2012). Then, theories incorporating expectancy-value/ motivation and accountability/ responsibility will be explored as concepts to support the school culture of this particular case study school (Bandura, 1993, 2001; Chen, et.al., 2009; Woolfolk, 2007; Meece, Pintrich & Schunk, 2008). For these reasons, this study is significant in that it will add to the literature about how school culture impacts student learning.eng
dc.format.extentxi, 271 pageseng
dc.identifier.oclc872569142eng
dc.identifier.urihttps://hdl.handle.net/10355/33042
dc.identifier.urihttps://doi.org/10.32469/10355/33042eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subjectstudent learningeng
dc.subjectcharter schoolseng
dc.subjectorganizational cultureeng
dc.subjectlearning outcomeseng
dc.titleIdentification and elucidation of culturally embedded school community expectations in a newly chartered urban schooleng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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