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Robert Frost: Democracy, teaching, a...

Frank, Jeffery M.

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Robert Frost: Democracy, teaching, and teacher education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Robert Frost: Democracy, teaching, and teacher education./
Author:	Frank, Jeffery M.
Description:	133 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3201.
Contained By:	Dissertation Abstracts International71-09A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3420725
ISBN:	9781124174389

Robert Frost: Democracy, teaching, and teacher education.
Frank, Jeffery M.

Robert Frost: Democracy, teaching, and teacher education. - 133 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3201.

Thesis (Ph.D.)--Columbia University, 2010.

The goal of this dissertation is to develop a connection between poetry and teacher education. I am motivated to undertake this project because poetry is an underappreciated resource, one that has a good deal to teach teachers. Specifically, I believe that poetry can teach teachers about how to creatively and democratically respond to problems of misunderstanding that arise in the classroom. In order to show how this is the case, I focus on the work Robert Frost. An experienced teacher and teacher educator, Frost devotes significant attention---in his poetry and prose---to problems of misunderstanding. North of Boston, his second volume, explores--- through vivid descriptions of individuals caught in conflicts---what it means to work against misunderstanding, and what it takes to create conditions that make understanding possible. Using my readings of North of Boston as a starting point, I work to show their explicit educational significance by developing Frost's educational philosophy. I do this by expanding my attention to include Frost's prose, and by contextualizing Frost's work within a pragmatist tradition that originates with Ralph Waldo Emerson. I show that Frost's philosophy of education is---despite surface differences that are immediately apparent---closely related to the work of John Dewey, and I argue that comparing the two thinkers creates a bridge between Frost's poetry and the world of educational research. After this bridge is established, I focus on the practical implications of Frost's work for teachers and teacher educators.

ISBN: 9781124174389Subjects--Topical Terms:

783747
Education, Teacher Training.

Robert Frost: Democracy, teaching, and teacher education.
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008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124174389
035 $a (UMI)AAI3420725
035 $a AAI3420725
040 $a UMI $c UMI
100 1 $a Frank, Jeffery M. $3 1679537
245 1 0 $a Robert Frost: Democracy, teaching, and teacher education.
300 $a 133 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3201.
500 $a Adviser: David T. Hansen.
502 $a Thesis (Ph.D.)--Columbia University, 2010.
520 $a The goal of this dissertation is to develop a connection between poetry and teacher education. I am motivated to undertake this project because poetry is an underappreciated resource, one that has a good deal to teach teachers. Specifically, I believe that poetry can teach teachers about how to creatively and democratically respond to problems of misunderstanding that arise in the classroom. In order to show how this is the case, I focus on the work Robert Frost. An experienced teacher and teacher educator, Frost devotes significant attention---in his poetry and prose---to problems of misunderstanding. North of Boston, his second volume, explores--- through vivid descriptions of individuals caught in conflicts---what it means to work against misunderstanding, and what it takes to create conditions that make understanding possible. Using my readings of North of Boston as a starting point, I work to show their explicit educational significance by developing Frost's educational philosophy. I do this by expanding my attention to include Frost's prose, and by contextualizing Frost's work within a pragmatist tradition that originates with Ralph Waldo Emerson. I show that Frost's philosophy of education is---despite surface differences that are immediately apparent---closely related to the work of John Dewey, and I argue that comparing the two thinkers creates a bridge between Frost's poetry and the world of educational research. After this bridge is established, I focus on the practical implications of Frost's work for teachers and teacher educators.
590 $a School code: 0054.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Literature, American. $3 1017657
650 4 $a Education, Philosophy of. $3 783746
690 $a 0530
690 $a 0591
690 $a 0998
710 2 $a Columbia University. $3 571054
773 0 $t Dissertation Abstracts International $g 71-09A.
790 1 0 $a Hansen, David T., $e advisor
790 $a 0054
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3420725