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    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2009 Dissertations (MU)
    • 2009 MU dissertations - Access restricted to UM
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    A comparison of learning cultures in different size and types of high schools

    Brown, Paula Diane, 1958-
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    [PDF] short.pdf (9.471Kb)
    [PDF] research.pdf (490.0Kb)
    Date
    2009
    Format
    Thesis
    Metadata
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    Abstract
    [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this study was to compare relevant data and information about leadership and learning cultures in different size high schools (small and large) and types of high schools (alternative schools, professional learning communities, small learning communities, and non-learning communities). Research was conducted using a quantitative design with a qualitative element. Quantitative data were gathered using a researcher-created survey, the Brown Learning Culture Assessment. According to responses from teachers statistically significant differences existed between the factor small school size compared to shared and supportive leadership and collaborative culture. Statistically significant differences also existed between the factor PLC/SLCs compared to shared and supportive leadership, collaborative culture, and collective learning and application. Alternative schools and professional learning communities reported significantly higher scores on three of the four subscales (shared and supportive leadership, collaborative culture and shared values and vision). Non-learning communities had consistently lower scores on all four subscales (shared and supportive leadership, collaborative culture, collective learning and application, and shared values and vision). Alternative schools were consistently highest across all subscales, with professional learning communities reported second, followed by small learning communities and non-learning communities. These statistical findings were supported with qualitative responses.
    URI
    https://doi.org/10.32469/10355/6876
    https://hdl.handle.net/10355/6876
    Degree
    Ed. D.
    Thesis Department
    Educational leadership and policy analysis (MU)
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    Access is limited to the campuses of the University of Missouri.
    Collections
    • 2009 MU dissertations - Access restricted to UM
    • Educational Leadership and Policy Analysis electronic theses and dissertations (MU)

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