Leaders of Student Growth: a Look at the In-school Team Structure in Ontario Elementary Schools
Year: 2018
Type: dissertation
Abstract: This qualitative study explored the in-school team (IST) structure found within Ontario public elementary schools. The IST is a problem-solving approach implemented to support students, especially those identified as experiencing difficulties within schools. Five elementary principals were interviewed for this research and it is through their voices that deeper understandings about ISTs are shared. Five case studies are included to highlight the experiences of these leaders as they implemented the IST within their schools. This research has many layers within it. It sits within holistic education to emphasize the importance of teaching the whole child, not just addressing his or her mind in isolation from his or her body, heart, and spirit. At the school level, a holistic and inclusive mindset are integral to the implementation of efficient and ethical ISTs within schools. At the societal level, the figured worlds theoretical framework is used to problematize some of the more covert implications of the IST on students experiencing difficulties. This is where identity construction comes into question within this work because it calls educators to be reflective about the practices and discourses they use when attempting to help students who may be struggling. Likewise, this study highlights the need for holistic practices to be implemented when intervening to help students. In addition, limits of this study are discussed, some suggestions for improvements are provided, as well as, implications for future research.
Source: TSpace (University of Toronto)
Author: Tara Kumabe
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2904813749