Education Commons^™

"How Many Generations Will Be Spoiled At The Cost Of Such Compromises?" The Resolution Strategies Of High School Principals In Value-Conflict Situations Between School Law And Moral Values In Azad Kashmir, Muhammad N. Khawaja

Doctoral Dissertations

The phenomenon of ethical administration and decision-making in the context of school administration is a recent trend even in the Western scholarship on school administration. Although there have been a many academic endeavors in the last two decades of the 20^th century to explore the ethical dimension of school leadership mainly in the works of Greenfield (1985), Starratt (1991,1994), and Hodgkinson (1996). However, in the first decade of 21^st century, there have been much more concerted efforts to explore and propose theoretical models to explain the ethical dimension of school leadership. There have been a many attempts to …

Transformative Learning Facilitated Dialogue: As A Tool For Social Change An Autoethnography, Leslie A. Saulsberry

Doctoral Dissertations

It is my goal, through this autoethnography, to take you through a reflective journey and present to you my personal theory of how facilitated dialogue in the context of transformative learning, critical reflection, systems thinking, shared vision, and holarchy can create a paradigm shift in our personal consciousness, decisions, behaviors, practice, and social policies—social change. My objective is to show how each theory is like a stepping-stone in the path towards social change. The purpose of this living work is to offer an alternative way of creating a healthy and whole society by exploring how facilitated dialogue can lead to …

Living Alongside: A Narrative Inquiry Into The Impact Of Reflective Practice Training In Real Life, Patricia Randall Long

Doctoral Dissertations

The purpose of this narrative inquiry (NI) was to explore, through personal narratives, the experience of the impact of Reflective Practice (RP) training (offered through an institute for collaborative communication housed within a large southeastern regional research one university) and subsequent practice on the day-to-day lives of two participants. While most published studies focus on RP impact during or immediately after training, this inquiry spanned seven months post training.

Field texts were generated from five open, non-structured interviews, journals, and field notes. The findings were framed within the NI commonplaces of temporality, sociality, and place, as well as seminal theories …