Literaturnachweis - Detailanzeige
| Autor/in | Scully, Jennifer L. |
|---|---|
| Titel | How a Comprehensive Training Program Builds Resilience in School Administrators at a Boarding School for Students with Learning Disabilities |
| Quelle | (2023), (140 Seiten)
PDF als Volltext Ed.D. Dissertation, Marymount University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-1533-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Administrator Education; Resilience (Psychology); Administrators; Boarding Schools; Students with Disabilities; Learning Disabilities; Professional Development; Skill Development; Administrator Attitudes |
| Abstract | Living and working in a boarding school for students with learning disabilities is a challenging way of life. One concern is the mental fatigue that accompanies long hours, living on campus and adapting to an unconventional lifestyle. The result can be a lackluster educational experience for the staff and students. The literature surrounding administrators who work with learning disabled students and in boarding schools is slim. The problems school leaders face when confronted with adversity supports the premise that there needs to be more done to help them gain the proper resilience skills in order to be strong school leaders. School personnel are important influences on students with learning disabilities and they are instrumental in helping these students to build their own resilience skills in order to cope with various adverse situations. These school personnel cannot do that until they have built their own foundation of resilience. This can have a trickle down effect on the faculty when their supervisors, the administrative team, lack the skills necessary to lead in a resilient manner. This qualitative case study answers the questions of what gaps in resilience exist among the administrative staff at The Finian School, whether a comprehensive professional development program provides the proper training to allow the school administrators to become strong role models of resilience for the faculty and staff and ultimately for the students and how their level of resilience has changed as a result of eight months of professional staff training. The data analysis process involved several levels of coding that led to emergent themes which afforded this study richer training materials and ideas for future program development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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