Off-campus UMass Amherst users: To download dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.
Non-UMass Amherst users, please click the view more button below to purchase a copy of this dissertation from Proquest.
(Some titles may also be available free of charge in our Open Access Dissertation Collection, so please check there first.)
Teachers' interpretations of a reflective practice school reform initiative: An existential analysis
Abstract
The human side of school reform implementation and analysis is often marginalized in favor of an emphasis on rationality, student outcomes or formal structures. The perspective of the Teacher-as-Being, which is grounded in existential philosophy is a conceptual framework that acknowledges the human condition, our situated existence and the lived world of teachers. Teachers' interpretations of their experiences on problem solving service teams will be analyzed from this perspective. The tenets of existential philosophy, with an eye toward issues common to our existence as human beings, can serve to build a deep and humane framework for explaining the role of individual teachers' meaning making, interpretation and contextual experiences in the implementation of a reflective practice school reform initiative.
Subject Area
Curricula|Teaching|Social structure|Educational theory
Recommended Citation
Pedevillano, Elizabeth Dolly, "Teachers' interpretations of a reflective practice school reform initiative: An existential analysis" (2004). Doctoral Dissertations Available from Proquest. AAI3118323.
https://scholarworks.umass.edu/dissertations/AAI3118323