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      Dropping stones in still waters : administration preparation for education equity

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      Willett_shauneen_1998.pdf (6.920Mb)
      Date
      1998
      Author
      Willett, Shauneen
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      The purpose of this study was to determine whether administrator preparation programs effectively prepared administrators for work in schools with increasing Aboriginal populations. The study facilitated the reflections of eleven Aboriginal administrators; six non-Aboriginal administrators; and five Aboriginal teachers concerning the preparation of administrators for work in increasingly diverse schools. The reflections explored the specific skills and knowledge necessary for work in schools with high Aboriginal enrollments. Data was collected with the aim of informing praxis. Participants volunteered to take part in focus groups, and where necessary the researcher implemented additional means of collecting data. Volunteers were asked to reflect on (a) The effectiveness of their preparation for administration in schools with high Aboriginal enrollments; (b) the necessity for changes to existing preparation programs; (c) the skills and knowledge necessary for work in increasingly diverse schools; and (d) proposed changes to the preparation of administrators. Research data formed the foundation for ascertaining changes to the preparation of administrators for the sake of education equity. Research findings suggested that administrator preparation programs have not adequately prepared administrators for work in schools with increasing Aboriginal populations. Participants concluded that there was a need for changes to occur in the preparation of administrators. As well, they also identified the specific skills and knowledge, and the personal qualities that were essential for work in increasingly diverse schools. Finally, the research study suggested ways of informing praxis that included examining both the personal and institutional commitments and responsibilities required for changes to occur in the preparation of administrators for education equity. These commitments and responsibilities included undertaking reflective practices on individual cultural frames; and strategic planning with a diverse stakeholders group to ascertain changes to existing programs that would facilitate the inclusion of an education equity focus in the core of administrator preparation.
      Degree
      Master of Education (M.Ed.)
      Department
      Educational Administration
      Program
      Educational Administration
      Committee
      Sackney, Lawrence (Larry); Devrome, Robert; Scharf, Murray P.
      Copyright Date
      1998
      URI
      http://hdl.handle.net/10388/etd-10182007-091210
      Subject
      school administrators - cultural training
      Aboriginal student populations
      school administrators - education
      racially diverse school administration
      school principals and aboriginal students
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      • Graduate Theses and Dissertations
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