{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80235"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80235","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A Portrait and Critical Analysis of the Structures, Practices and Culture of One Traditional High School","abstract":"Study conclusions suggested a school design characterized by the following: a teacher-versus student-orientation; a tracking system based on student ability; the presence of simple and rigid, yet highly interconnected school structures, practices, and culture; a lack of organizational capacity for change and progress; and the presence of latent reforms within the school. Study implications suggested the need for careful examination of professional knowledge and beliefs, the context and impact of tracking, ethical considerations related to school reform; the importance of student personalization and teacher collegiality; the need for ensuring organizational capacity for change and reform; and the nature and shape of potential future reform. Recommendations focused on the need for educational statesmanship in addressing the foundational issues as addressed by study implications, and the school's need to become a community of learners.","abstract_html":"Study conclusions suggested a school design characterized by the following: a teacher-versus student-orientation; a tracking system based on student ability; the presence of simple and rigid, yet highly interconnected school structures, practices, and culture; a lack of organizational capacity for change and progress; and the presence of latent reforms within the school. Study implications suggested the need for careful examination of professional knowledge and beliefs, the context and impact of tracking, ethical considerations related to school reform; the importance of student personalization and teacher collegiality; the need for ensuring organizational capacity for change and reform; and the nature and shape of potential future reform. Recommendations focused on the need for educational statesmanship in addressing the foundational issues as addressed by study implications, and the school's need to become a community of learners.","abstract_has_math":false,"creators":["Brotzman, Bruce Allen"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["McGreal, Thomas"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:05Z","date_published":"2015-09-25T19:56:05Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Administration"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9904397"],"render_values":[{"text":"(MiAaPQ)AAI9904397","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80235","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McGreal, Thomas"]},{"key":"dc:creator","label":"Author","values":["Brotzman, Bruce Allen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:05Z","10000-01-01","1998"]},{"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":["Ed.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/2142/80235","(MiAaPQ)AAI9904397"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Study conclusions suggested a school design characterized by the following: a teacher-versus student-orientation; a tracking system based on student ability; the presence of simple and rigid, yet highly interconnected school structures, practices, and culture; a lack of organizational capacity for change and progress; and the presence of latent reforms within the school. 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