عنوان

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

شماره

TLpq2366845463

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

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

نام عام مواد

[Thesis]

نام نخستين پديدآور

Maitreephun, Warapark

عنوان اصلي به قلم نويسنده ديگر

An Exploratory Multiple-Case Study of Faculty in Thailand

نام ساير پديدآوران

Crawford-Rossi, Emily R.

نام ناشر، پخش کننده و غيره

University of Missouri - Columbia

تاریخ نشرو بخش و غیره

2019

نام خاص و کميت اثر

241

جزئيات پايان نامه و نوع درجه آن

Ph.D.

کسي که مدرک را اعطا کرده

University of Missouri - Columbia

امتياز متن

2019

متن يادداشت

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.

موضوع مستند نشده

Educational administration

موضوع مستند نشده

Educational leadership

موضوع مستند نشده

Educational sociology

موضوع مستند نشده

Multicultural education

موضوع مستند نشده

Southeast Asian studies

مستند نام اشخاص تاييد نشده

Crawford-Rossi, Emily R.

مستند نام اشخاص تاييد نشده

Maitreephun, Warapark

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y