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Utah Public School and LDS Released-Time Program Relations: Perspectives and Practices of Principals from Both Institutions

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Utah Public School and LDS Released-Time Program Relations: Perspectives and Practices of Principals from Both Institutions Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 8-2011 Utah Public School and LDS Released-Time Program Relations: Perspectives and Practices of Principals from Both Institutions Casey Wayne Ashcroft Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Curriculum and Instruction Commons Recommended Citation Ashcroft, Casey Wayne, "Utah Public School and LDS Released-Time Program Relations: Perspectives and Practices of Principals from Both Institutions" (2011). All Graduate Theses and Dissertations. 1016. https://digitalcommons.usu.edu/etd/1016 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. UTAH PUBLIC SCHOOL AND LDS RELEASED-TIME PROGRAM RELATIONS: PERSPECTIVES AND PRACTICES OF PRINCIPALS FROM BOTH INSTITUTIONS by Casey W. Ashcroft A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Education (Curriculum and Instruction) Approved: Brian K. Warnick, Ph. D. Francine F. Johnson, Ph. D. Major Professor Committee Member Michael K. Freeman, Ph. D. Susan A. Turner, Ph. D. Committee Member Committee Member Troy E. Beckert, Ph. D. Mark R. McLellan, Ph. D. Committee Member Vice President for Research and Dean of the School of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2011 ii Copyright © Casey Wayne Ashcroft, 2011 All Rights Reserved iii ABSTRACT Utah Public School and LDS Released-Time Program Relations: Perspectives and Practices of Principals from Both Institutions by Casey Wayne Ashcroft, Doctor of Philosophy Utah State University, 2011 Major Professor: Dr. Brian K. Warnick Program: Curriculum and Instruction This qualitative study examined the relationship between Utah public high schools and Latter-day Saint (LDS) released-time seminaries through the perspectives and practices of principals from both institutions. The study followed methods consistent with phenomenological research. Data were analyzed through a theory of social exchange. Sites and participants were purposefully selected using a criterion phenomenal variation strategy. Sites included six Utah public high schools with LDS seminaries adjacent. Participants included the public school and seminary principals at those sites. The overarching question that guided the study was: How is the professional relationship between the public schools and LDS seminaries in Utah perceived and practiced by principals of both institutions? The three subquestions used to support the central question were: (1) What are principals’ perceptions of the relationship? (2) How is the relationship maintained? (3) Why is the relationship maintained? iv Findings from the study suggested that public school and seminary principals, for the most part, perceived the public school-LDS seminary relationship to be: (a) working well; (b) valuable and mutually beneficial; and (c) equitable. Findings further suggested that the relationships were maintained: (a) through reciprocal efforts to accommodate, support, and show appreciation for each other; (b) by following historically established norms; and (c) by being sensitive to legal parameters established for the relationship. Findings also suggested that the relationships were maintained because: (a) each institution has become dependent upon the other; (b) the relationship benefits both parties; (c) the benefits received outweigh any challenges that result from the relationship; (d) the relationship has become an expectation and ingrained part of the culture of the state; (e) positive emotions result from the relationship; and (f) the relationship is beneficial to the students. (200 pages) v ACKNOWLEDGMENTS My personal journey on the path of higher education, which culminated in this study, was one in which I did not travel alone. Along the way there were many individuals who provided much needed aid, direction, and comfort to enable me to make it through. I express gratitude to my major professor and committee chair, Dr. Brian Warnick, who during my journey became much more than an advisor, but a much needed traveling companion and personal friend. His patience, advice, and encouragement were never failing. I also express appreciation for the other members of my committee, Dr. Michael Freeman, Dr. Susan Turner, Dr. Francine Johnson, and Dr. Troy Beckert, for their assistance, patience, guidance, and interest in and for my research study and its results. I further express gratitude to Utah State University and the School of Teacher Education and Leadership for providing me the educational foundation needed to conduct this study and become a more qualified instructor and educational leader. Similarly, I express gratitude to the LDS Church’s Seminaries and Institutes of Religion (S&I) for making the attainment of a higher degree possible by providing financial assistance along with professional development leave to dedicate time to gather data and write the results. I particularly express gratitude to S&I’s Research Committee for their approval of this study. I also express gratitude, as an employee of S&I, to my supervisors, Dee Berrett and Eldon Roe, for the accommodations and support they afforded me as I attempted to conduct this study while, at the same time, attempting to give appropriate attention to teaching, administrative, and family responsibilities. I also express gratitude to my colleagues whose opinions offered invaluable instruction and vi guidance. Furthermore, I express gratitude to the many researchers who walked the path before me. The findings and suggestions for future research which emanated from their studies were crucial in guiding me down and validating my own path of inquiry. I also express gratitude to the participants of this study. I am indebted to their willingness to set time apart from their administrative duties to share their experiences and perceptions with me. Last, and certainly not least, I express gratitude to my family. I express gratitude to my grandfather, Gaylen Ashcroft, whose acquirement of a doctoral degree provided an example for me to follow. Most of all, I express gratitude to my wife, Katie Ashcroft, and my two little children, Liberty and Stockton, for their unconditional love despite many hours spent husbandless and fatherless as I had to dedicate much time to my studies and research. Particularly, I express gratitude to my wife. Her motivational words and unfailing confidence in my abilities steadied my nerves on multiple occasions and helped me stay the course. Ultimately, I express gratitude to my Heavenly Father and my savior, Jesus Christ, for the sustaining influence and tender care they afforded my family and myself while traversing this path. Casey Wayne Ashcroft vii CONTENTS Page ABSTRACT ................................................................................................................... iii ACKNOWLEDGMENTS ............................................................................................. v LIST OF TABLES ......................................................................................................... ix LIST OF FIGURES ....................................................................................................... x DEFINITIONS ............................................................................................................... xi CHAPTER I. INTRODUCTION .......................................................................................... 1 The Problem .................................................................................................... 2 The Purpose .................................................................................................... 2 Research Questions ......................................................................................... 3 Context of the Study ....................................................................................... 3 Limitations ...................................................................................................... 6 Delimitations ................................................................................................... 9 Significance of the Study ................................................................................ 10 II. REVIEW OF LITERATURE ......................................................................... 12 Historical and Cultural Context ...................................................................... 12 Other Relevant Academic Studies .................................................................. 32 Social Exchange Theory ................................................................................. 46 Conclusion ...................................................................................................... 49 III. METHODOLOGICAL PROCEDURES ........................................................ 52 Overall Approach ............................................................................................ 52 Research Procedures ....................................................................................... 59 Trustworthiness ............................................................................................... 70 Conclusion .....................................................................................................
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