Recent evidence suggests that strong, positive organizational cultures characterize high performance schools. Themes related to the concept of organizational culture (e.g. climate, ethos, values, underlying assumptions, style) have been the subject of investigation for more than half a century. However, because the concept has been examined with numerous variables, methodologies, and theoretical frameworks, there is a lack of common understanding in the literature about the term organizational culture, particularly as it applies to schools. The general purposes of this research, therefore, are: (1) to contribute to the clarification of the concept of organizational culture as it applies to educational administration and organizational theory, (2) to describe the organizational cultures of three high performance British Columbia (BC) secondary schools and to describe the similarities and differences among their cultures, and (3) to evaluate the research technique for discovering and describing the organizational cultures of schools. Anticipating cultural variation associated with population size, geographic location, and public/private school settings, one urban, one rural, and one independent school were selected for study from among the highest performing British Columbia secondary schools. Academic achievement on specific provincially developed assessment instruments was used to gauge the relative performance levels of the province's secondary schools. Data were primarily gathered using semi-structured audio-taped interviews with all school administrators and randomly selected samples of students, teachers, parents, and secretaries or custodians. The taped interviews were later transcribed and analyzed using content analysis. Examination of school documents and informal observation also provided sources of data. The principal conclusions of this study are listed below: 1. The values held by the members of the study's schools were highly congruent, and common values were enumerated. With reference to Hodgkinson's (1978) value paradigm, the vast majority of values were interpreted as Type 2A and/or Type 2B. 2. Although many attitudes were unique features of individual schools, the majority were common among the schools. These are analyzed and described. 3. Despite the fact that normative expectations were highly congruent among the organizations, a great deal more variability existed for cultural norms than was the case for attitudes and values. 4. Within each school the cultural perceptions of organizational members were highly congruent. 5. Although all three schools were characterized by relatively strong organizational cultures, that of the independent school was interpreted as stronger than either the rural or the urban school. 6. No appreciable difference in cultural strength was identified between the rural and the urban school. 7. A positive relationship appeared to exist between respondents' perception of the organizational culture and the length of time they had been associated with the school. Furthermore, after one year in the independent and after two years in the public schools, organizational members appeared to have become acculturated. 8. The study's semi-naturalistic approach allowed the researcher to discover and describe school-wide organizational cultures in the study schools. 9. This research suggests that perhaps most important to the success of an organization are the underlying values and attendant attitudes. The research, therefore, promotes the notion that future investigations concentrate on the organizational values and attitudes associated with schools. / Graduate

In 1973 Grade 12 external examinations for high school graduation were re-introduced. This thesis examines the heritage of key concepts central to these policy changes: external examinations, standards and critical thinking. It also reviews the historical context which influenced these decisions. Further, this thesis questions whether examination policy now, or in the past, has led to the encouragement of intellectual excellence. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Students who withdraw from high school before graduating constitute a group of increasing public concern. The present thesis is a "reconnaissance", to gain some idea of dimensions, and of factors associated with school "drop-outs", with special reference to superior students, (1) The Permanent School Record cards of every student who had left school during the 1959-60 school year were reviewed for seven Vancouver secondary schools. Excluded from the study were (a) involuntary "drop-outs", over which the school had no control, and (b) transfers to other school systems, including some situations where there was insufficient information. (2) As the second stage of the study, record cards of fifty students who had intelligence ratings of 120 or over were examined for indications as to their performance (a) at school, (b) at home, and (c) in the community. (3) Twelve students in one school were then selected for more intensive exploration, this being done through interviews with students, parents, grade counsellors, special counsellors, school nurse, and social agencies. Examination of the total group of "drop-outs" indicated that their general level of intelligence was somewhat lower than that required for high school graduation. More than half the group were retarded for their age and grade. The largest number of "drop-outs" occurred in Grade XII and among the 18-year-olds. More boys than girls left school prematurely. Among the special group of superior children the largest number also occurred in Grade XU and among the 18-year-olds. But unlike the total group, they were not retarded for their age and grade. More than half were children of manual workers, both skilled and unskilled. An equal number of boys and girls were involved. In nearly every case the student had had some previous experience of failure in his school career, which in this group could be interpreted as an indication of malfunction, (personal, social or educational) rather than lack of ability. Absence from school for more than ten days in the year also appeared to be associated with failure to complete graduation. Geographic mobility did not appear to be a cause. Most of the children who left school prematurely had families who were experiencing varying degrees of stress, but who claimed to value education highly. There is evidence that these students, typically, had personality difficulties. They lacked the discipline necessary to postpone recreation in order to study. With a few exceptions they seemed to be getting along well in every area of their life except that of student. They were successful in finding work, although below their capacity, even in a period of high unemployment. They did not make use of the counselling services that were available to them. The degree of understanding and acceptance of social and personal problems apparently varies widely among the school staff. They are able to recognize under-achievement, but in general do not refer this problem to the special counsellor service. While the number of seriously disturbed adolescents is small, the need for adequate treatment facilities for them is urgent. More uniform recording of information about school "drop-outs" is needed for future research. Financial assistance, where necessary, should be provided at the high school level in cases of proven capacity. The need for appropriate extensions of counselling service is apparent. / Arts, Faculty of / Social Work, School of / Graduate

This qualitative study deals largely with exploring the role of GSAs in schools. The analysis asks why sexual minority youth and allied heterosexual youth are the primary resource for educating their peers, faculty members, administrators, school boards about issues homophobia in schools. Related to this, the thesis also takes up the issue of the school as a heteronormative space, and subsequently asks how heteronormative structures affect student understandings of citizenship curriculum, learning, and social change. The data consists of three individual interviews, and one group interview. In total there were six participants, four female, two male, of varying sexual orientations. All participants were youths between the ages 15-18; all were students in the Lower Mainland, and all were active members of their school's GSA. Queer theory and poststructural theory form the theoretical infrastructure of the study. Drawing from both theatrical frameworks, this study attempts to bridge the perceived gap between theoretical representations and applied, qualitative based analysis in the hopes of opening up a more fluid avenue of inquiry. By way of conclusion I suggest that while beneficial to individual students, GSAs have become a "band-aid" solution for the systemic problem of homophobia in schools. I also argue that GSAs ought not be the only mechanism through which GLBTQI education and pedagogies of inclusion are fostered. Further to this, I recommend that a reconceptualized understanding of citizenship discourse, inclusive of communities, belonging, and personal responsibility would offer productive avenues to engage with heteronormativism, and other normalizing mechanisms within the school environments. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate