{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79679"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79679","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Balancing Act: Adams Metro High School's Efforts to Retain Its Identity","abstract":"This study explores how a Chicago public high school began implementing strategies to preserve its unique identity. The author uses Glenn (1994) as the framework for exploring Adams' identity. Glenn (1994) asserts that school identity is comprised of four components: (a) ethos, (b) character, (c) culture, and (d) climate. School level actions were examined within this context to describe Adams' identity. This study examines how Adams' principal used formal and informal leadership structures to define the steps necessary for preserving its identity. Adams Metro High School is a magnet high school that hosts comprehensive Vocational/Technical and Performing Arts programs. Changes in high school graduation requirements threatened the strength of the aforementioned programs. Because the programs were at the center of Adams' identity, it was necessary for school level personnel to construct changes that would minimize the impact of district level curricular changes.","abstract_html":"This study explores how a Chicago public high school began implementing strategies to preserve its unique identity. The author uses Glenn (1994) as the framework for exploring Adams' identity. Glenn (1994) asserts that school identity is comprised of four components: (a) ethos, (b) character, (c) culture, and (d) climate. School level actions were examined within this context to describe Adams' identity. This study examines how Adams' principal used formal and informal leadership structures to define the steps necessary for preserving its identity. Adams Metro High School is a magnet high school that hosts comprehensive Vocational/Technical and Performing Arts programs. Changes in high school graduation requirements threatened the strength of the aforementioned programs. Because the programs were at the center of Adams' identity, it was necessary for school level personnel to construct changes that would minimize the impact of district level curricular changes.","abstract_has_math":false,"creators":["Yarbrough, Sheri L."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Feinberg, Walter"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:52:56Z","date_published":"2015-09-25T19:52:56Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Education, Administration"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3044267"],"render_values":[{"text":"(MiAaPQ)AAI3044267","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79679","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Feinberg, Walter"]},{"key":"dc:creator","label":"Author","values":["Yarbrough, Sheri L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:52:56Z","10000-01-01","2002"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79679","(MiAaPQ)AAI3044267"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study explores how a Chicago public high school began implementing strategies to preserve its unique identity. The author uses Glenn (1994) as the framework for exploring Adams' identity. Glenn (1994) asserts that school identity is comprised of four components: (a) ethos, (b) character, (c) culture, and (d) climate. School level actions were examined within this context to describe Adams' identity. This study examines how Adams' principal used formal and informal leadership structures to define the steps necessary for preserving its identity. Adams Metro High School is a magnet high school that hosts comprehensive Vocational/Technical and Performing Arts programs. Changes in high school graduation requirements threatened the strength of the aforementioned programs. Because the programs were at the center of Adams' identity, it was necessary for school level personnel to construct changes that would minimize the impact of district level curricular changes.","Made available in DSpace on 2015-09-25T19:52:56Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3044267.pdf: 12894529 bytes, checksum: 52f83b0bc4f29e84b4be0670c85cbe8a (MD5) Previous issue date: 2002","Embargo set by: Seth Robbins for item 80961 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","269 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002."]},{"key":"dc:title","label":"Title","values":["Balancing Act: Adams Metro High School's Efforts to Retain Its Identity"]}]}],"canonical_facts":{"dc:contributor":["Feinberg, Walter"],"dc:creator":["Yarbrough, Sheri L."],"dc:date":["2015-09-25T19:52:56Z","10000-01-01","2002"],"dc:description":["This study explores how a Chicago public high school began implementing strategies to preserve its unique identity. The author uses Glenn (1994) as the framework for exploring Adams' identity. Glenn (1994) asserts that school identity is comprised of four components: (a) ethos, (b) character, (c) culture, and (d) climate. School level actions were examined within this context to describe Adams' identity. This study examines how Adams' principal used formal and informal leadership structures to define the steps necessary for preserving its identity. Adams Metro High School is a magnet high school that hosts comprehensive Vocational/Technical and Performing Arts programs. Changes in high school graduation requirements threatened the strength of the aforementioned programs. Because the programs were at the center of Adams' identity, it was necessary for school level personnel to construct changes that would minimize the impact of district level curricular changes.","Made available in DSpace on 2015-09-25T19:52:56Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3044267.pdf: 12894529 bytes, checksum: 52f83b0bc4f29e84b4be0670c85cbe8a (MD5) Previous issue date: 2002","Embargo set by: Seth Robbins for item 80961 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","269 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002."],"dc:identifier":["http://hdl.handle.net/2142/79679","(MiAaPQ)AAI3044267"],"dc:language":["eng"],"dc:subject":["Education, Administration"],"dc:title":["Balancing Act: Adams Metro High School's Efforts to Retain Its Identity"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:12Z"}