Examination Of An Independent School’s Site-Based Summer Program

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2016

Author dc:creator

• Keogh, Susan W.

Contributors dc:contributor

• Grania Holman
• Ella Benson
• Denise Nicholson

• 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

Repository record dc:identifier

https://dune.une.edu/theses/58

OAI identifier oai:identifier

oai:dune.une.edu:theses-1057