Date Approved
6-28-2024
Embargo Period
7-1-2024
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Educational Leadership, Administration, and Research
College
College of Education
Advisor
James Coaxum, III, Ph.D
Committee Member 1
JoAnn Manning, Ed.D.
Committee Member 2
Christopher Manno, Ed.D.
Subject(s)
Alternative education
Disciplines
Education | Educational Leadership | Secondary Education
Abstract
This autoethnographic study aims to answer the following questions: How can a school leader design a culturally sensitive, inclusive alternative education program? What type of systemic change does an alternative school leader believe to be most effective in supporting students in attaining a high school diploma and a solid postsecondary plan to become productive members of society? What characteristics of culture and climate are most critical in an alternative school setting? The study focused on 4 years and tells how a school leader successfully changed the school culture and climate to best serve students and staff in the alternative school setting. The study viewed these activities through research. Effective school culture can be identified through six factors, namely collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support, and learning partnership. The study also used Schein (2010) as a framework to gain a deeper understanding of culture. The educational field should find this study helpful as it can be replicated to improve student outcomes for the most vulnerable students.
Recommended Citation
Barbagiovanni, Joan Louise, "Redefining Culture and Climate in the Alternative Setting: Dumping Grounds or Where Students Are Found?" (2024). Theses and Dissertations. 3262.
https://rdw.rowan.edu/etd/3262
