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Author ORCID Identifier
N/A
AccessType
Open Access Dissertation
Document Type
dissertation
Degree Name
Doctor of Education (EdD)
Degree Program
Education
Year Degree Awarded
2018
Month Degree Awarded
May
First Advisor
Sharon Rallis
Subject Categories
Curriculum and Instruction | Educational Leadership | Elementary Education | Social and Philosophical Foundations of Education | Teacher Education and Professional Development
Abstract
ABSTRACT The Knowledge They Possess: Elementary Teachers’ Expertise and Where It Becomes Usable Knowledge in the Massachusetts Education System February 15, 2018 By Helen-Ann Ireland BA University of New Hampshire MEd Antioch University EdD University of Massachusetts Amherst (pending) Dr. Sharon Rallis, Dissertation Chair Elementary teachers are facing a dilemma. They are expected to uphold the Massachusetts (MA) state mandate and deliver Common Core State Standards (CCSS), use the programs their school has adopted aligned with CCSS and meet the various cognitive and behavioral needs of their students. Sometimes the teachers experience competing commitments between meeting standards, using programs, pacing, scripted curricula, and meeting the immediate needs of their students. How they navigate this dilemma when it occurs and where the classroom teacher’s knowledge become usable knowledge in the MA education system are the two foci of this study. Using Senge’s model of learning organizations and applying it to the MA education system will shed some light on how five elementary teachers use their professional knowledge and autonomy in their classrooms.
DOI
https://doi.org/10.7275/11940892.0
Recommended Citation
Ireland, Helen-Ann, "The Knowledge They Possess: Elementary Teachers' Expertise and Where It Becomes Usable Knowledge in the MA Education System" (2018). Doctoral Dissertations. 1248.
https://doi.org/10.7275/11940892.0
https://scholarworks.umass.edu/dissertations_2/1248
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Elementary Education Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons