عنوان

Preparing Public School Leaders for Culturally, Linguistically, and Religiously Diverse Communities:

Number

TLpq2366845463

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Preparing Public School Leaders for Culturally, Linguistically, and Religiously Diverse Communities:

General Material Designation

[Thesis]

First Statement of Responsibility

Maitreephun, Warapark

Title Proper by Another Author

An Exploratory Multiple-Case Study of Faculty in Thailand

Subsequent Statement of Responsibility

Crawford-Rossi, Emily R.

Name of Publisher, Distributor, etc.

University of Missouri - Columbia

Date of Publication, Distribution, etc.

2019

Specific Material Designation and Extent of Item

241

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

University of Missouri - Columbia

Text preceding or following the note

2019

Text of Note

This exploratory multiple-case study-using an application of transformative learning as its conceptual framework and using cross-case synthesis and constructing grounded theory as its analytic approach-aimed at examining how Thai faculty conceive of their teaching roles. This study collected data from six Buddhist faculty participants who prepared prospective school leaders for culturally, linguistically, and religiously (CLR) diverse communities in Thailand's southmost region, where Malay Muslim are the majority. Two-interview series were conducted in addition to document collection and classroom observation. The findings suggested the faculty's flexible notions of Thainess, which extended a historically and culturally dominant concept and resonated with their views of culturally, linguistically, and religiously responsive school leadership (CLRRSL) practices. They described three dimensions of CLRRSL including (1) ascertain the community context, (2) build school-community relationships, and (3) collaborate with school teachers to enhance the academic success of CLR diverse students. Based on these practices, faculty perceived their teaching roles as training school leaders to comprehend CLRRSL concepts and to develop their critical and flexible mindsets. The findings also highlight faculty's expectation for school leaders to understand the CLR interwoven identity of students before practicing CLR responsiveness in public schools. These findings uncover gaps in the way faculty members expected and taught prospective school leaders to learn the CLRRSL concept although the concept did not embrace in the professional standards for Thai school leaders. Finally, the findings of this study suggest Thai government agencies to include the CLRRSL concept in the professional standards for school leaders, to train in-service school leaders to affirm CLRRSL work, and to prepare faculty members in leadership preparation programs for CLRRSL training.

Educational administration

Educational leadership

Educational sociology

Multicultural education

Southeast Asian studies

Crawford-Rossi, Emily R.

Maitreephun, Warapark

Electronic name

p

[Thesis]

276903

a

Y