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Dancing with little spirits: A journ...

Wu, Yi-jung.

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Dancing with little spirits: A journey towards enhancement of pedagogical relationship and intersubjectivity in a third grade dance education setting in Taiwan (China).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Dancing with little spirits: A journey towards enhancement of pedagogical relationship and intersubjectivity in a third grade dance education setting in Taiwan (China)./
作者:	Wu, Yi-jung.
面頁冊數:	320 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 1999.
Contained By:	Dissertation Abstracts International66-06A.
標題:	Dance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3178840
ISBN:	0542187809

Dancing with little spirits: A journey towards enhancement of pedagogical relationship and intersubjectivity in a third grade dance education setting in Taiwan (China).
Wu, Yi-jung.

Dancing with little spirits: A journey towards enhancement of pedagogical relationship and intersubjectivity in a third grade dance education setting in Taiwan (China). - 320 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 1999.

Thesis (Ph.D.)--Temple University, 2005.

This dissertation presents a teacher-researcher's journey towards enhancement of pedagogical relationship and intersubjectivity with twelve third graders in an after-school creative dance program that took place in a public school in Taiwan from March to June 2003. Aims of the study were to describe and illuminate pedagogical relationship and intersubjectivity in an emergent curriculum context and to identify ways of enhancing intersubjectivity in creative dance. The qualitative research methodology integrates assumptions and practices of constructivism, action research, and hermeneutic phenomenology. Data collected include video-/audio-recordings, reflective teaching journals, students' drawings, writings, and verbalization, and on-site non-participant observation, which were analyzed through a rigorous three-layered process.

ISBN: 0542187809Subjects--Topical Terms:

610547
Dance.

Dancing with little spirits: A journey towards enhancement of pedagogical relationship and intersubjectivity in a third grade dance education setting in Taiwan (China).
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245 1 0 $a Dancing with little spirits: A journey towards enhancement of pedagogical relationship and intersubjectivity in a third grade dance education setting in Taiwan (China).
300 $a 320 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 1999.
500 $a Chair: Karen Bond.
502 $a Thesis (Ph.D.)--Temple University, 2005.
520 $a This dissertation presents a teacher-researcher's journey towards enhancement of pedagogical relationship and intersubjectivity with twelve third graders in an after-school creative dance program that took place in a public school in Taiwan from March to June 2003. Aims of the study were to describe and illuminate pedagogical relationship and intersubjectivity in an emergent curriculum context and to identify ways of enhancing intersubjectivity in creative dance. The qualitative research methodology integrates assumptions and practices of constructivism, action research, and hermeneutic phenomenology. Data collected include video-/audio-recordings, reflective teaching journals, students' drawings, writings, and verbalization, and on-site non-participant observation, which were analyzed through a rigorous three-layered process.
520 $a Research findings are presented in several forms. First, a multi-vocal phenomenological narrative portrays my and students' lived experience of pedagogical relationship and intersubjectivity throughout our collaborative curriculum process. This is followed by discussion of overarching themes related to the research questions and emergent meanings. Themes are then distilled into six inter-related issues that appeared to be significant in the quest to enhance pedagogical relationship and intersubjectivity. These include aesthetics of creative dance, teacher recognition of children's aesthetic values, the role of play as a mode of learning, the role of teacher physical participation, the role of performance in the realization of community, and class power dynamics. The dissertation concludes with a theoretical dialogue between these empirically grounded issues and existent literature. Recommendations for teachers, researchers, and policymakers are also offered.
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