Dissertation
Finding a path to equitable resource allocation: a narrative inquiry into K-12 Title 1 urban public school principals' budget decision-making
Doctor of Education (Ed.D.), Drexel University
Aug 2024
DOI:
https://doi.org/10.17918/00010583
Abstract
This narrative inquiry examines the experiences of K-12 Title 1 Urban Public-School principals to understand their involvement in the process of school-level budgeting and their efforts to incorporate principles of equity into their budgetary decisions. I recorded the challenges faced by principals when making practical decisions equitable. This narrative inquiry's research questions ask: 1. What stories do principals share regarding their incorporation of equity principles into their decisions on allocation of resources? 2. How do principals describe their process in allocating resources the school has been provided? 3. How do principals incorporate specific stakeholders--teachers, families, and community members--in their decision-making about allocating resources? The researcher conducted their investigation using a qualitative technique to investigate these experiences. In addition, the researcher used a pragmatic framework and applied a social constructivism perspective. Social constructivists perceive truth as a tangle of opinions that cannot be categorized because they believe that meanings derive from individual experiences and interactions. This study contributes valuable insights to the field of education finance and policy by focusing on whether and how principals factor equitable considerations into their resource allocation and budgeting practices. Keywords: academic achievement, education inequalities, decision making, principal
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Details
- Title
- Finding a path to equitable resource allocation
- Creators
- Kevin Andrew Tracey
- Contributors
- Stephanie Smith Budhai (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xii, 156 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991021902014204721