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dc.contributor.advisorTurk, Randall L.en_US
dc.contributor.authorMorton, Robert J.en_US
dc.date.accessioned2010-05-03T18:38:53Z
dc.date.available2010-05-03T18:38:53Z
dc.date.issued2009-05en_US
dc.identifier.otherd09001en_US
dc.identifier.urihttp://hdl.handle.net/10057/2384
dc.descriptionThesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadershipen_US
dc.description.abstractThis phenomenological study examined eight teachers in Kansas, who experienced school closing within the past three years. The results of this research indicated themes of death and dying, organizational culture, change, and emotion. The research further identified five distinct categories for each of the themes during interviews. The five categories were communication, political, community, transition, and student. Unlike traditional empirical research design, phenomenological research focused on descriptions of experience as an expression of one’s unique meaningful experience rather than a learned response to stimuli (Polkinghorne, 1989). Data were analyzed using the general processes of Moustakas (1994) and van Kaam (1959, 1966). Analysis used an eight step techniques to identify essential characteristics of the experience. Teachers recommended that district leadership staff conduct clear communication with school staff, implement an organized school closure process, and provide support for physical and emotional needs.en_US
dc.format.extentxviii, 103 p.en_US
dc.format.extent280740 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen_US
dc.publisherWichita State Universityen_US
dc.subject.lcshElectronic dissertationsen
dc.titleSchool closure: Through the eyes of teachersen_US
dc.typeDissertationen_US


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