To Whom it May Concern

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dc.contributor.author Yeoman, Steven
dc.date.accessioned 2020-05-13T17:20:10Z
dc.date.available 2020-05-13T17:20:10Z
dc.identifier.uri https://hdl.handle.net/2097/40669
dc.description.abstract There is no shortage of literature on the subject of reform in education. Much has been written too about the work of the principal, particularly as it relates to school improvement, the establishment of a strong school culture, and their relationship with teachers. If there is a gap in the literature, it is hearing the voice of those charged with carrying out this important work. Borrowing from Ronai’s (1995) “layered account” autoethnographic approach, this research endeavors to provide voice to the important work of the building principal. Specific attention will be paid to the establishment of a working school partnership (Knight, 2011) and how trust in schools remains a critical pursuit for any educational undertaking. Social capital theory provides the foundation and context for the research study. en_US
dc.subject Principal Teacher Partnership Education en_US
dc.title To Whom it May Concern en_US
dc.type Dissertation en_US
dc.description.degree Doctor of Philosophy en_US
dc.description.level Doctoral en_US
dc.description.department Curriculum and Instruction Programs en_US
dc.description.advisor Kay Ann Taylor en_US
dc.date.published 2020 en_US
dc.date.graduationmonth May en_US


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