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.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/43500 |
| Date | 21 April 2022 |
| Creators | Tsering, Floriane |
| Contributors | Tippett, Christine |
| Publisher | Université d'Ottawa / University of Ottawa |
| Source Sets | Université d’Ottawa |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
Page generated in 0.0114 seconds