Date of Award
Education, Philosophy of.
CC BY-NC-ND 4.0
This correlative study gathered data from 638 Ontario OAC students in 33 Catholic, Private, and Public high schools, and from the principals of those schools, in order to explore the relationship between the input and process factor of visioning strategy and the outcome of school effectiveness. This exploration provided insight into the two major paradigms that serve as a framework for the concept of school effectiveness. The literature revealed the conceptualizations of school effectiveness; the study attempted to measure effectiveness based on students' perceptions of their schools' efficacy in the new paradigm concept. This notion, grounded in the multiple intelligences work of H. Gardner (1985) suggested that schools were most effective when they attempted to bring all students to their full potential. The old, industrial paradigm, on the other hand, propounded a prevailing market orientation, as exemplified in D. Gardner's (1983) A nation at risk: The imperative for educational reform. The data, instrument fabrication, and literature also provided insight into how visioning strategies were constructed and enacted. (Abstract shortened by UMI.) Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2001 .R53. Source: Masters Abstracts International, Volume: 40-03, page: 0553. Adviser: Linda McKay. Thesis (M.Ed.)--University of Windsor (Canada), 2001.
Rideout, Glenn W., "The relationship between visioning strategy and school effectiveness from a new paradigm perspective." (2001). Electronic Theses and Dissertations. 4221.