Electronic Thesis and Dissertation Repository

Degree

Doctor of Education

Program

Education

Supervisor

Dr Augusto Riveros

Abstract

Abstract

This qualitative exploratory case study, situated in a Canadian community college, was designed to characterize the leadership practices that have emerged during the implementation of national curriculum standards in a Denturism program. The program has recently adopted the curriculum standards outlined in the National Competency Profile for Denturists (NCPD). This research focused on the implementation of the NCPD standards in the program, with special emphasis on the field placement course. The purpose was to investigate the organizational structures that support the implementation of the NCPD standards, as well as the leadership practices that have emerged, as different stakeholders collaborate to support the implementation of this policy. Several approaches to educational policy implementation, educational leadership, and organizational learning guided this study. Theoretical models, such as Bolman and Deal’s (2013) Four Frame model and Eddy’s (2012) Holistic Competencies model, informed the framework for this research. Qualitative data was collected through semi-structured interviews and from documents relevant to the Denturism program. The data was analyzed, and the following analytical themes were identified: (1) Organizational roles and processes undertaken by the actors within the community college inform the implementation of national curriculum standards; (2) Significant educational leadership practices inform and support instruction and curriculum initiatives across the Denturism program, including the field placement course; and (3) Organizational learning within the community college and the community of practice contribute to knowledge about the national curriculum standards. Based on these findings, this study offers recommendations for the implementation of the NCPD in the Denturism program and the field placement course.

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