TURNING WORDS INTO ACTION: A CASE STUDY EXPLORING HOW IDEOLOGY LINKS CONTEXT AND CHANGE

Dollarhide, Ellen Ansley

TURNING WORDS INTO ACTION: A CASE STUDY EXPLORING HOW IDEOLOGY LINKS CONTEXT AND CHANGE

dc.contributor.advisor	Forsyth, Patrick
dc.contributor.advisor	Adams, Curt
dc.contributor.author	Dollarhide, Ellen Ansley
dc.contributor.committeeMember	Edwards, Beverly
dc.contributor.committeeMember	Mackey, Hollie
dc.contributor.committeeMember	Hellman, Chan
dc.date.accessioned	2015-06-26T19:31:02Z
dc.date.available	2015-06-26T19:31:02Z
dc.date.issued	2015
dc.date.manuscript	2015-05
dc.description.abstract	The purpose of this study was to examine how context affects the ideological content of school district leadership as it enacts change. The political pressure which demands public school reform has created an environment of hasty decision-making, high stakes accountability systems, and uncertainty. In the presence of this pressure, this ethnographic case study examined how one mid-sized urban public school district responds with strides toward positive change. The data were collected through participant observation, interviews, and written artifacts. Once analyzed, the data revealed that an effectively communicated ideology allows district leaders to use language about their beliefs concerning the political environment to impel members of the organization to take certain action toward a process of change. Key words: ideology, political context, school district leadership, ethnography	en_US
dc.identifier.uri	http://hdl.handle.net/11244/15221
dc.language	en	en_US
dc.subject	ideology, political context, school district leadership, ethnography	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	TURNING WORDS INTO ACTION: A CASE STUDY EXPLORING HOW IDEOLOGY LINKS CONTEXT AND CHANGE	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies	en_US