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How Are District and School Administrators Enacting EE Policies Within a Rural Ontario District School Board?

I used qualitative case study methodology to gain insight into EE policy enactment at one Ontario rural school board. Qualitative research is best suited to explore a problem and develop a detailed understanding of a central phenomenon (Creswell, 2012), in this case how district and school administrators make sense of EE policies and how that sensemaking process impacts policy enactment. A case study is defined as “conducting an empirical investigation of a contemporary phenomenon within its natural context using multiple sources of evidence” (Hancock, Algozzine, 2006, p. 15). Although I could not access schools and district offices, I have been able to collect data through a variety of ways (i.e., interviews, district websites, documents shared by interviewees). Key findings include that participants (district and school administrators) are mostly unaware of the existing EE policy framework; EE is seen as legitimate in schools, yet low priority; EE remains mostly driven by passionate administrators and educators.

Identiferoai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/43500
Date21 April 2022
CreatorsTsering, Floriane
ContributorsTippett, Christine
PublisherUniversité d'Ottawa / University of Ottawa
Source SetsUniversité d’Ottawa
LanguageEnglish
Detected LanguageEnglish
TypeThesis
Formatapplication/pdf

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