Date of Award:
12-2024
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Committee Chair(s)
Rachel Turner (Committee Co-Chair) Steven Camicia (Committee Co-Chair)
Committee
Rachel Turner
Committee
Steven Camicia
Committee
Breanne Litts
Committee
Alyson Lavigne
Committee
Ryan Knowles
Abstract
The purposes of this study were to explore the decision-making process behind delineating issues as controversial or not, identify the risks considered by administrators when faced with potentially controversial issues, and provide recommendations for educators to consider in their own deliberations. I interviewed seven charter school principals and used thematic analysis to explore the influence of contained risk-taking on administrator decision-making concerning controversial issues. The findings of this study suggest that administrators generally consider the same risks their teacher counterparts do but often prioritize larger-scale solutions that ensure equity for the entire school. The products of this process emphasize a deliberate and reflective approach to controversial issues that encourages making decisions based on curricular appropriateness, educator and student preparedness, contextual awareness, and potential redirection of issues so they can be addressed in appropriate situations.
Checksum
f53a6532309e925d21fc3debd1af0e82
Recommended Citation
Cochran, Joseph D., "Is That Controversial or is it Just Me?" (2024). All Graduate Theses and Dissertations, Fall 2023 to Present. 330.
https://digitalcommons.usu.edu/etd2023/330
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