This study examined the summer program offered by a pre-kindergarten through grade twelve independent school. Three levels of theory, individual, group, and organizational, were utilized to analyze the experiences of students and instructors. The variety of opportunities and instructional design elements, the intentional alignment to the traditional school year, collegial discussions connecting summer learning and the school year, and evidence of the school’s mission were examined.
Findings revealed a wide-range of educational experiences and the benefits of continuous learning that are evident the following school year. Class designs incorporated instructional elements supported by individual learning theories. Academic standards and expectations aligned to the traditional school year; summer classes have developed in tandem with curriculum refinements. Instructors valued the opportunities for more frequent collegial discussions and professional development. The school’s mission was evident within the academics, leadership, and community. Explicitly communicating these elements increased the perceived and actual value of this program both internally and throughout the community.
","abstract_html":"<p>This study examined the summer program offered by a pre-kindergarten through grade twelve independent school. Three levels of theory, individual, group, and organizational, were utilized to analyze the experiences of students and instructors. The variety of opportunities and instructional design elements, the intentional alignment to the traditional school year, collegial discussions connecting summer learning and the school year, and evidence of the school’s mission were examined. </p> <p> Findings revealed a wide-range of educational experiences and the benefits of continuous learning that are evident the following school year. Class designs incorporated instructional elements supported by individual learning theories. Academic standards and expectations aligned to the traditional school year; summer classes have developed in tandem with curriculum refinements. Instructors valued the opportunities for more frequent collegial discussions and professional development. The school’s mission was evident within the academics, leadership, and community. Explicitly communicating these elements increased the perceived and actual value of this program both internally and throughout the community. </p>","abstract_has_math":false,"creators":["Keogh, Susan W."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Grania Holman","Ella Benson","Denise Nicholson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T05:21:05Z","subjects":["authentic learning","immersion","critical thinking","problem solving","collaboration","inquiry","reflection","summer learning","continuity","service learning","situated learning","classical change theory","social learning","appreciative inquiry","mission-driven","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/58","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Grania Holman","Ella Benson","Denise Nicholson"]},{"key":"dc:creator","label":"Author","values":["Keogh, Susan W."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-17T07:00:00Z"]},{"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":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["authentic learning","immersion","critical thinking","problem solving","collaboration","inquiry","reflection","summer learning","continuity","service learning","situated learning","classical change theory","social learning","appreciative inquiry","mission-driven","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/58"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the summer program offered by a pre-kindergarten through grade twelve independent school. Three levels of theory, individual, group, and organizational, were utilized to analyze the experiences of students and instructors. The variety of opportunities and instructional design elements, the intentional alignment to the traditional school year, collegial discussions connecting summer learning and the school year, and evidence of the school’s mission were examined.
Findings revealed a wide-range of educational experiences and the benefits of continuous learning that are evident the following school year. Class designs incorporated instructional elements supported by individual learning theories. Academic standards and expectations aligned to the traditional school year; summer classes have developed in tandem with curriculum refinements. Instructors valued the opportunities for more frequent collegial discussions and professional development. The school’s mission was evident within the academics, leadership, and community. Explicitly communicating these elements increased the perceived and actual value of this program both internally and throughout the community.
"]},{"key":"dc:title","label":"Title","values":["Examination Of An Independent School’s Site-Based Summer Program"]}]}],"canonical_facts":{"dc:contributor":["Grania Holman","Ella Benson","Denise Nicholson"],"dc:creator":["Keogh, Susan W."],"dc:date.available":["2016-05-17T07:00:00Z"],"dc:description.abstract":["This study examined the summer program offered by a pre-kindergarten through grade twelve independent school. Three levels of theory, individual, group, and organizational, were utilized to analyze the experiences of students and instructors. The variety of opportunities and instructional design elements, the intentional alignment to the traditional school year, collegial discussions connecting summer learning and the school year, and evidence of the school’s mission were examined.
Findings revealed a wide-range of educational experiences and the benefits of continuous learning that are evident the following school year. Class designs incorporated instructional elements supported by individual learning theories. Academic standards and expectations aligned to the traditional school year; summer classes have developed in tandem with curriculum refinements. Instructors valued the opportunities for more frequent collegial discussions and professional development. The school’s mission was evident within the academics, leadership, and community. Explicitly communicating these elements increased the perceived and actual value of this program both internally and throughout the community.
"],"dc:identifier":["https://dune.une.edu/theses/58"],"dc:subject":["authentic learning","immersion","critical thinking","problem solving","collaboration","inquiry","reflection","summer learning","continuity","service learning","situated learning","classical change theory","social learning","appreciative inquiry","mission-driven","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"dc:title":["Examination Of An Independent School’s Site-Based Summer Program"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:05Z"}