{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/105947"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/105947","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Educator isolation in middle school encore content areas : a case study","abstract":"This isolation case study centers around five encore educators in a middle school. These educators provide daily instruction in their specific content area; art, home economics, computers/technology, PE (Physical Education), and orchestra. The organizational structure enhances a sense of isolation among these educators. Previous studies have addressed teacher isolation by content area, but studies have not thoroughly examined this issue within the entire encore department. Research was conducted using a single case study design to understand the lived experiences of five encore educators and whether and how they navigate isolation in their daily professional lives. The recurring themes identified are choosing moments of isolation during their workday, building design, and physical separation. The educators discussed navigating isolation by forming connections with middle school staff, students, and colleagues in the same field in different buildings. These interactions were crucial in helping them cope with the isolating aspects of their roles. The findings highlight that isolation is not an inherently bad concept; it can sometimes be desired by educators. The educators in this study had the strongest connections with the students they instructed. The participants suggested that structural changes in school design and scheduling could help reduce isolation. Realistic recommendations for encore teachers would include more meeting opportunities and creating more opportunities at the collegiate level for these content areas to have more courses together.","abstract_html":"This isolation case study centers around five encore educators in a middle school. These educators provide daily instruction in their specific content area; art, home economics, computers/technology, PE (Physical Education), and orchestra. The organizational structure enhances a sense of isolation among these educators. Previous studies have addressed teacher isolation by content area, but studies have not thoroughly examined this issue within the entire encore department. Research was conducted using a single case study design to understand the lived experiences of five encore educators and whether and how they navigate isolation in their daily professional lives. The recurring themes identified are choosing moments of isolation during their workday, building design, and physical separation. The educators discussed navigating isolation by forming connections with middle school staff, students, and colleagues in the same field in different buildings. These interactions were crucial in helping them cope with the isolating aspects of their roles. The findings highlight that isolation is not an inherently bad concept; it can sometimes be desired by educators. The educators in this study had the strongest connections with the students they instructed. The participants suggested that structural changes in school design and scheduling could help reduce isolation. Realistic recommendations for encore teachers would include more meeting opportunities and creating more opportunities at the collegiate level for these content areas to have more courses together.","abstract_has_math":false,"creators":["Wright, Daniel Jamyle"],"institution":"University of Missouri--Columbia","degree_name":"Ed. D.","degree_level":"Doctoral","degree_discipline":"Educational Leadership and Policy (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Morris, Casandra Harper"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-24T03:07:57Z","subjects":[],"languages":["eng","English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/105947"],"render_values":[{"text":"https://doi.org/10.32469/10355/105947","href":"https://doi.org/10.32469/10355/105947","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/105947","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Morris, Casandra Harper"]},{"key":"dc:creator","label":"Author","values":["Wright, Daniel Jamyle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-11-06T19:46:11Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-11-06T19:46:11Z"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Columbia"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/105947"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/105947"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This isolation case study centers around five encore educators in a middle school. These educators provide daily instruction in their specific content area; art, home economics, computers/technology, PE (Physical Education), and orchestra. The organizational structure enhances a sense of isolation among these educators. Previous studies have addressed teacher isolation by content area, but studies have not thoroughly examined this issue within the entire encore department. Research was conducted using a single case study design to understand the lived experiences of five encore educators and whether and how they navigate isolation in their daily professional lives. The recurring themes identified are choosing moments of isolation during their workday, building design, and physical separation. The educators discussed navigating isolation by forming connections with middle school staff, students, and colleagues in the same field in different buildings. These interactions were crucial in helping them cope with the isolating aspects of their roles. The findings highlight that isolation is not an inherently bad concept; it can sometimes be desired by educators. The educators in this study had the strongest connections with the students they instructed. The participants suggested that structural changes in school design and scheduling could help reduce isolation. Realistic recommendations for encore teachers would include more meeting opportunities and creating more opportunities at the collegiate level for these content areas to have more courses together."]},{"key":"dc:title","label":"Title","values":["Educator isolation in middle school encore content areas : a case study"]}]}],"canonical_facts":{"dc:contributor.advisor":["Morris, Casandra Harper"],"dc:creator":["Wright, Daniel Jamyle"],"dc:date.accessioned":["2024-11-06T19:46:11Z"],"dc:date.available":["2024-11-06T19:46:11Z"],"dc:date.issued":["2024"],"dc:description.abstract":["This isolation case study centers around five encore educators in a middle school. These educators provide daily instruction in their specific content area; art, home economics, computers/technology, PE (Physical Education), and orchestra. The organizational structure enhances a sense of isolation among these educators. Previous studies have addressed teacher isolation by content area, but studies have not thoroughly examined this issue within the entire encore department. Research was conducted using a single case study design to understand the lived experiences of five encore educators and whether and how they navigate isolation in their daily professional lives. The recurring themes identified are choosing moments of isolation during their workday, building design, and physical separation. The educators discussed navigating isolation by forming connections with middle school staff, students, and colleagues in the same field in different buildings. These interactions were crucial in helping them cope with the isolating aspects of their roles. The findings highlight that isolation is not an inherently bad concept; it can sometimes be desired by educators. The educators in this study had the strongest connections with the students they instructed. The participants suggested that structural changes in school design and scheduling could help reduce isolation. Realistic recommendations for encore teachers would include more meeting opportunities and creating more opportunities at the collegiate level for these content areas to have more courses together."],"dc:identifier.doi":["https://doi.org/10.32469/10355/105947"],"dc:identifier.uri":["https://hdl.handle.net/10355/105947"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:title":["Educator isolation in middle school encore content areas : a case study"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational Leadership and Policy (MU)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed. D."],"thesis:institution_name":["University of Missouri--Columbia"]},"updated_at":"2026-07-24T03:07:57Z"}