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Relational Culture among Staff in an...

Stevens, Douglas M.

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Relational Culture among Staff in an Emerging Urban STEM High School.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Relational Culture among Staff in an Emerging Urban STEM High School./
作者:	Stevens, Douglas M.
面頁冊數:	257 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3641356
ISBN:	9781321275049

Relational Culture among Staff in an Emerging Urban STEM High School.
Stevens, Douglas M.

Relational Culture among Staff in an Emerging Urban STEM High School. - 257 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--University of Cincinnati, 2014.

This item must not be sold to any third party vendors.

This study examines the relational culture among staff in an emerging urban science, technology, engineering, and mathematics (STEM) high school. Findings demonstrate that in the highly collaborative environment of the school, relationships between staff members were rooted in practices of mutual respect, integrity and trust, good communication, open mindedness, and reflection. These practices, which served to help develop, strengthen, and maintain staff relationships, were possible in part thanks to the presence of a distributed model of teacher leadership (Spillane, 2007). Existing staff members participated in a highly structured hiring process for new staff. The academic structure of the school and its recent formation required frequent and intense interaction between staff members that demonstrated co-creativity and resulted in many complex and highly differentiated relationships (Tronick, 2007). Reflection occurred not only on the level of individual teacher practitioners, but collaboratively between individuals and groups, not only about academic practices, but relational ones as well.

ISBN: 9781321275049Subjects--Topical Terms:

529436
Educational leadership.

Relational Culture among Staff in an Emerging Urban STEM High School.
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245 1 0 $a Relational Culture among Staff in an Emerging Urban STEM High School.
300 $a 257 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Miriam Raider-Roth.
502 $a Thesis (Ph.D.)--University of Cincinnati, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This study examines the relational culture among staff in an emerging urban science, technology, engineering, and mathematics (STEM) high school. Findings demonstrate that in the highly collaborative environment of the school, relationships between staff members were rooted in practices of mutual respect, integrity and trust, good communication, open mindedness, and reflection. These practices, which served to help develop, strengthen, and maintain staff relationships, were possible in part thanks to the presence of a distributed model of teacher leadership (Spillane, 2007). Existing staff members participated in a highly structured hiring process for new staff. The academic structure of the school and its recent formation required frequent and intense interaction between staff members that demonstrated co-creativity and resulted in many complex and highly differentiated relationships (Tronick, 2007). Reflection occurred not only on the level of individual teacher practitioners, but collaboratively between individuals and groups, not only about academic practices, but relational ones as well.
520 $a By thoughtfully combining the respective qualitative and action research methods of the Listening Guide (Gilligan et al., 2003) and Group Level Assessment (Vaughn & Lohmueller, 1998; Vaughn et al., 2011), this study engaged a wide range of staff members in deep reflection about relational practices. The feminist roots of the Listening Guide provided tools to analyze staff members' relational knowledge and was able to reveal the nature and significance of deep, micro-level interactions. The Group Level Assessment engaged the entire staff in a collaborative and reflective process, that helped to refine and guide further Listening Guide analysis. An ongoing plan in is place to ensure that the findings of this study result in concrete action. This includes the formalization of a set of core values specifically for staff members, a locally-managed mentoring program for new staff members, a recommitment to the interview process, the expansion of the social committee, and increased support for collaborative reflection to build relational strengths.
520 $a The implications of this study suggest a stark difference in value between scripted interchanges among staff members during highly structured activities and co-creative opportunities during which staff members were able to relate to one another and exercise some control over the interaction. Co-creative exchanges allowed for relationships to develop with a greater complexity and sense of mutuality, better meeting the needs of individuals. The democratic organizational structure of the school with multiple opportunities for collaborative leadership allowed staff to feel authentically engaged in the operation of the school and hiring of new staff members, thus increasing the cohesiveness of the staff. A set of formally adopted core values, present for students, was lacking among staff. The presence of agreed-upon core values for staff promises to help further ground decision making in a common culture. Finally, reflection, when done collaboratively with fellow staff members, is a powerful tool in helping to increase the relational values of mutual respect, integrity and trust, good communication, and open mindedness.
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