2026-09-21T00:07:21Zhttps://digital.lib.washington.edu/server/oai/request

oai:digital.lib.washington.edu:1773/77972025-01-07T20:54:35Zcom_1773_4888col_1773_4914

Lovitt, Dan Owen 2009-10-06T18:18:03Z 2009-10-06T18:18:03Z 2007 b59595255 233613063 Thesis 57862 http://hdl.handle.net/1773/7797 Thesis (Ph. D.)--University of Washington, 2007. In order to gain some of the benefits of smaller, more personalized schools, many public high schools across the country have been reorganized, divided into several subunits, academies, or small schools. Recent studies examining these schools have shown some positive, some mixed results. This study combines theories of small school reform and professional identity to frame an examination of teachers' reflections on their experience working in such schools. Sixteen teachers at two schools in the Pacific Northwest were observed and interviewed. The transcripts of these interviews were analyzed individually and collectively. Common themes related to the theoretical framework as well as those that emerged from the interviews are explored and discussed through the lens of theories of professional identity. v, 224 p. en_US Copyright is held by the individual authors. Theses--Education Teacher identity and small school reform Thesis open.access