Teach, Coach, Live

134 Pages·2016·1.37 MB·English

st
Teach, Coach, Live: The Viability of the Three-Role Teaching Model in the 21
Century

A Dissertation
Submitted to the Faculty
of
Drexel University
by
Joseph Gregory Martin
in partial fulfillment of the
requirements for the degree
of
Doctor of Education
May 2016
© Copyright 2016
Joseph Gregory Martin. All Rights Reserved
This Ed.D. Dissertation Committee from The School of Education at Drexel University
certifies that this is the approved version of the following dissertation:

st
Teach, Coach, Live: The Viability of the Three-Role Teaching Model in the 21 Century

Joseph Gregory Martin

Committee:

____________________________________
Allen C. Grant, Ph.D.

____________________________________
John Gould, Ph.D.

____________________________________
Seth Boyd, Ph.D.

____________________________________
Date
Dedication

I dedicate this dissertation to my wife Glynis for her constant support throughout my
work on this endeavor. Your love, enthusiasm, patience, reassurance, and support made
this work possible. I also dedicate this dissertation to my late father, the Rev. Dr. Wesley
Martin. Even though he was unable to be part of my doctoral work, his influence and
belief in academia was a constant presence.

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Acknowledgments
I would like to thank Dr. Allen Grant, my dissertation chair for his ongoing
support and interest in this study, as well as committee member Dr. John Gould, for his
input and thoughtful suggestions. In addition, Dr. Seth Boyd offered a wonderful
sounding board and editor in this process. His “in the trenches” view as a current triple-
threat educator was invaluable and conversation during long bike rides provided food for
thought.
I would like to thank Peter Gow of the Independent Curriculum Group, and a
longtime triple-threat educator, for his constant ideas and support. In addition, many
thanks to Dr. Kevin Hicks, Dr. John Chubb, Dr. Jerry Larson, Dr. Richard Phelps, Mr.
Simon Holzapfel, Ms. Trudy Hall, Dr. Anthony Sgro, Mr. Phil Peck, Mr. Peter Becker,
Mr. Chris Fleischner, Mr. Charlie Cahn, Dr. Peter Cookson, and Ms. Jane Armstrong.
Each of these people, as heads of school, consultants, authors, and all-around school
people, provided insight and guidance at every turn. From answering emails to dedicating
time from their busy schedules, the spirit of this study was supported by them.
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Table of Contents

LIST OF TABLES ........................................................................................................... viii
LIST OF FIGURES ........................................................................................................... ix
1. INTRODUCTION TO THE RESEARCH ....................................................................1
Introduction to the Problem ..........................................................................................1
Statement of the Problem to Be Researched ................................................................12
Purpose and Significance of the Problem ....................................................................12
Research Questions ......................................................................................................13
Conceptual Framework ................................................................................................14
Definition of Terms ......................................................................................................18
Assumptions and Limitations ......................................................................................19
Summary ......................................................................................................................20
2. LITERATURE REVIEW ............................................................................................21
Introduction to Chapter 2 .............................................................................................21
Literature Review .........................................................................................................23
Conclusion ...................................................................................................................39
3. RESEARCH METHODOLOGY.................................................................................41
Introduction ..................................................................................................................41
Research Design and Rationale ...................................................................................43
Site and Population ......................................................................................................45
Research Methods ........................................................................................................48
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Ethical Considerations .................................................................................................56
Summary ......................................................................................................................57
4. FINDINGS AND RESULTS .......................................................................................58
Findings .......................................................................................................................60
Results and Interpretations ...........................................................................................95
Summary ......................................................................................................................96
5. CONCLUSIONS AND RECOMMENDATIONS ......................................................97
Introduction ..................................................................................................................97
Conclusions ..................................................................................................................98
Recommendations ......................................................................................................106
Recommendations for Future Research .....................................................................111
Summary ....................................................................................................................112
LIST OF REFERENCES .................................................................................................114
APPENDIX: SURVEY INSTRUMENT .........................................................................119
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List of Tables

1. Triple Threat Roles .....................................................................................................6
2. Elite Boarding Schools .............................................................................................47
3. Methods of Collection and Analysis .........................................................................49
4. Qualitative Subjects ..................................................................................................60
5. Use of the Triple Threat Model ................................................................................61
6. Directional Measure: Model Use and Pressure .........................................................63
7. Triple Threat Under Pressure with Regard to Sustainability ....................................63
8. Sustainability of the Triple-Threat Model ................................................................64
9. Continued Use of the Triple-Threat Model ..............................................................64
10. FLSA Changes in the Triple Threat ..........................................................................65
11. Parental Pressure for Experts in Academic Subjects ................................................66
12. Parental Pressure for Expert Coaches .......................................................................68
13. Parental Pressure for a Focused Residential Life Curriculum ..................................69
14. Changes in Work/Life Balance .................................................................................70
15. School Location and Pressure on the Triple Threat ..................................................71
16. Size of School and Pressure on the Triple-Threat Model .........................................72
17. Endowment Dollars Per Student and Belief the Triple Threat is Sustainable ..........72
18. Use of the Triple-Threat Model and Sustainability ..................................................73
19. Interview Themes ......................................................................................................75
viii
List of Figures

1. Conceptual framework ..............................................................................................17
2. Stages of data collection ...........................................................................................55
3. Impacts on the triple threat .....................................................................................109

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Abstract

st
Teach, Coach, Live: The Viability of the Three-Role Teaching Model in the 21 Century

Joseph Gregory Martin, Ed.D.
Drexel University, May 2016
Chairperson: Allen C. Grant
This explanatory mixed-methods study is focused on the sustainability of the
triple-threat model of teaching found at elite American boarding schools. In this model,
faculty members are expected to teach, coach, and perform residential duties as part of
their contract. While elite boarding schools have been researched in recent years, no
research exists on the teachers at these institutions or the hiring model used to staff them.
In recent years, a great deal of discussion has come to the fore within elite boarding
schools concerning the future of the triple-threat model. With cultural and economic
changes impacting elite boarding schools, the long-standing staffing model is being
pressured from both internal and external forces. These pressures bring the future of the
triple-threat model into question. Viewed through a grounded theory approach, the
researcher is using collected data to determine if the triple-threat is indeed under pressure
and if so, whether this model is sustainable given these pressures. Surveys given to heads
of 28 schools identified as elite were combined with interviews with heads of these
schools to construct a review of the triple-threat model and its place in these elite schools
in the years to come. Results of this study can be applied to hiring practices in both elite
and non-elite schools to create a staffing model that is both good for the students and
sustainable for the school.

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