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dc.contributor.advisorPatterson, Jean A.
dc.contributor.authorNoble, Steve P.
dc.date.accessioned2011-08-19T16:04:19Z
dc.date.available2011-08-19T16:04:19Z
dc.date.copyright2010
dc.date.issued2010-12
dc.identifier.otherd10031
dc.identifier.urihttp://hdl.handle.net/10057/3654
dc.descriptionThesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadershipen_US
dc.description.abstractThis research studied the affect of school consolidation on a sending community – a community that lost their high school – from a social constructionist perspective using the theory of social capital as the framework to explain conclusions. The researcher conducted the study using qualitative case study methods grounded in a naturalistic inquiry approach. Using Putnam‟s (1995, 2000) theory of social capital, it was concluded the sending community tightly bonded when they felt threatened by outsiders‟ attempts at further consolidation. The sending community was more willing to bridge to the receiving community – the community that contained the district high school – when they stood to gain something in return and when there were high levels of trust between them. Implications are that school district leaders and boards of education should make efforts to better understand the history of sending communities in consolidated districts. Additionally, including people from sending communities in decision-making may prove valuable in enhancing communication and efforts for change.en_US
dc.format.extentxi, 145 p.en
dc.language.isoen_USen_US
dc.publisherWichita State Universityen_US
dc.rightsCopyright Steve P. Noble, 2010. All rights reserveden
dc.subject.lcshElectronic dissertationsen
dc.titleSchool consolidation: a qualitative case study of its effects on a sending communityen_US
dc.typeDissertationen_US


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  • Dissertations [537]
    This collection includes Ph.D. dissertations completed at the Wichita State University Graduate School (Fall 2005 --)

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