The Perceptions of Taproot Teachers and Their Sustaining Force on a Year-Round Educational Program

The concept of year-round education is not new. Year-round education (YRE) has an established foundation in the history of education. Research is available on the history, costs, achievement, discipline, calendars, and attendance in YRE. This study investigated the perceptions of taproot teachers in a rural agrarian Delaware school district. Two questions drove the investigation: 1) What character traits are demonstrated by taproot teachers? 2) How do the identified traits sustain and influence a year-round educational program? Qualitative data were gathered from interviews with two teachers and the principal currently working in a year-round school. The teachers were identified by their principal, as emulating character traits reflective of a taproot teacher. Results found identified five characteristics demonstrated by the teachers and observed by the principal. 1) Student learning is the responsibility of the teacher. 2) Collegiality fosters student success. 3) Teachers pursuing the vision strive for success. 4) Teacher planning nourishes innovative and coordinated actions. 5) Facing change together is seen as a challenge and embodies hope.

Name thesis:degree_name

EdD

Level thesis:degree_level

Worldwide Access

Discipline thesis:degree_discipline

Interdisciplinary Doctoral Program for Education Leaders (IDPEL)

Year dc:date.available

2008

Author dc:creator

• Allen, Wilma Jean

Contributors dc:contributor

• Connie M. Moss
• Gary Shank
• Lee Beaton

• implementing change
• sustaining change
• teacher development
• team building

Language dc:language

English

Repository record dc:identifier

https://dsc.duq.edu/etd/3

OAI identifier oai:identifier

oai:dsc.duq.edu:etd-1002