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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorNewton-Woods, Callieeng
dc.date.issued2018eng
dc.date.submitted2018 Springeng
dc.descriptionField of study: Educational leadership and policy analysis.eng
dc.descriptionDr. Cynthia MacGregor, Dissertation Supervisor.eng
dc.descriptionIncludes vita.eng
dc.description"May 2018."eng
dc.description.abstractInternational Baccalaureate (IB), a highly rigorous academic and college preparatory program, has sometimes been implemented to turn around otherwise struggling school systems. Little is known about the impact on school culture from the implementation of IB in a low-achieving, high poverty school through the lens of critical theory and leader-member exchange theory. The purpose of this study is to gain teacher and student perspectives on the culture of a high school twenty years after the introduction of IB. The research questions that guided this study were as follows: Based on staff and student perceptions, what is the current culture at Central High School? What is the role of International Baccalaureate in that culture? Findings indicated that the culture of this high school was diverse, historic, superficially unified, and deeply divided. Findings further indicated that IB both encouraged diversity within the school, as well as facilitated division. Implications from this research state Central will continue to survive, and perhaps even grow, as a diverse and historic educational institution, however, the approach used towards cultural division will continue to perpetuate social, educational, and economic disparities within that school.eng
dc.description.bibrefIncludes bibliographical references (page 149-156).eng
dc.format.extent1 online resource (vi, 169 pages) : illustrations (some color)eng
dc.identifier.merlinb129177179eng
dc.identifier.oclc1098180322eng
dc.identifier.urihttps://hdl.handle.net/10355/66178
dc.identifier.urihttps://doi.org/10.32469/10355/66178eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Licenseeng
dc.titleTale of two schools : a phenomenological case study of culture in a high school with an international baccalaureate programeng
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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