High School Principal and Student Power Relationships When Students Choose Distance Education Courses
Notice bibliographique
Résumé
This mixed methods study explains how principals of conventional high schools in Alberta, Canada responded in an educational context where students over the age of 16 did not require their principals’ approval to enroll in external distance education courses. The research questions address this through power relations between principals and students, as manifested by what principals and students said and did in this context. Foucault’s post-structuralist framework of disciplinary, governmentality, and pastoral power techniques provided the theoretical framework for analyzing discursive and nondiscursive practices. Disciplinary power has productive subjects as its focus. Governmentality embodies ways in which states control individuals by dispersing power among populations. The focus of pastoral power is the ethical development of subjects. The initial subjects were 87 Alberta high school principals that completed survey questions capturing demographic data, servant leadership characteristics, and distance education perspectives. Survey results assisted in identifying nine principals that constituted cases in a multiple-case study. The principal and a student at each school participated in interviews that provided primary data. Foucault’s theoretical framework offered 31 power techniques as factors for coding interviews. This study found that the nine principals tended to be conveyors of power, primarily through disciplinary and governmentality techniques. These techniques manifested through three dominant practices: (1) institutionalizing access to distance education courses through the school; (2) supporting course and program choice to increase graduation rates, keep students busy, earn credit funding from the province, and address the life and learning needs of specific students; and (3) assigning students to the classroom option, except in special situations, if both distance education and classroom options were available. The nine students in this study tended to constitute themselves as targets of disciplinary and pastoral power. In the context of distance education course choice, three practices were found to operate synergistically on students: (1) the province, through the school, offered numerous approved programs and choices; (2) students chose classroom and distance education programs or courses they needed or that represented interests; and (3) the school accommodated special life circumstances or learning requirements through classroom and distance education offerings.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».