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dc.contributor.authorPerri, Laura
dc.date.accessioned2015-11-20T19:33:11Z
dc.date.available2015-11-20T19:33:11Z
dc.identifier.urihttp://hdl.handle.net/10464/7579
dc.description.abstractIn times of educational change, educators are given the task of implementing new initiatives that meet the needs of a changing environment; yet, they are often dismissed from developmental phases of the reform. This top-down structure deters educators’ personal capacity building as their knowledge, values, assumptions, and beliefs are not acknowledged or explicitly developed as part of the initiative. This study explored Ontario dental hygiene educators’ perspectives of how they may build personal capacity during an externally mandated national curriculum reform, the Entry-to-Practice Competencies and Standards for Canadian Dental Hygienists (National Competencies). Narratives were collected from 5 dental hygiene educators of diverse educational training and teaching organizations. Three themes emerged that included perceptions of structural influence, perceptions of learning access, and perceptions of identity. Each theme was linked to tasks that were required to build personal capacity for sustainable school change. The theoretical framework and the required tasks demonstrated the interconnectedness between educators, leaders, and the organization for building educators’ personal capacity.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectcapacity buildingen_US
dc.subjectcompetenciesen_US
dc.subjecteducatorsen_US
dc.subjectdental hygieneen_US
dc.subjectreformen_US
dc.titleExploring Capacity Building of Ontario Dental Hygiene Educators During National Curriculum Reformen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-08-01T01:27:39Z


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