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Preparing teachers and students for ...

Gleeson, Ann Marie.

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Preparing teachers and students for democracy: Teacher and student learning and authentic intellectual work.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Preparing teachers and students for democracy: Teacher and student learning and authentic intellectual work./
Author:	Gleeson, Ann Marie.
Description:	372 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
Contained By:	Dissertation Abstracts International72-06A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3449678
ISBN:	9781124573151

Preparing teachers and students for democracy: Teacher and student learning and authentic intellectual work.
Gleeson, Ann Marie.

Preparing teachers and students for democracy: Teacher and student learning and authentic intellectual work. - 372 p.

Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .

Thesis (Ph.D.)--Boston College, 2011.

Preparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the common good. In order to do this, teachers need to provide students learning opportunities that promote critical thinking and involve in-depth examination of meaningful content. Drawing on Gutmann's (1987) theory of democratic education, this dissertation examines how beginning teachers who were prepared in a teacher education program that emphasized social justice and democratic practices think about and engage their students in this type of work. Specifically, using Newmann's (1996) framework of "authentic intellectual work" as an indicator of knowledge consistent with democratic education, this dissertation examines the extent to which the learning opportunities teachers create and the work that students produce demonstrate authentic intellectual work and examines the degree to which teachers' understandings of student learning align with authentic intellectual work.

ISBN: 9781124573151Subjects--Topical Terms:

783747
Education, Teacher Training.

Preparing teachers and students for democracy: Teacher and student learning and authentic intellectual work.
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020 $a 9781124573151
035 $a (UMI)AAI3449678
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100 1 $a Gleeson, Ann Marie. $3 1683323
245 1 0 $a Preparing teachers and students for democracy: Teacher and student learning and authentic intellectual work.
300 $a 372 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
500 $a Adviser: Marilyn Cochran-Smith.
502 $a Thesis (Ph.D.)--Boston College, 2011.
520 $a Preparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the common good. In order to do this, teachers need to provide students learning opportunities that promote critical thinking and involve in-depth examination of meaningful content. Drawing on Gutmann's (1987) theory of democratic education, this dissertation examines how beginning teachers who were prepared in a teacher education program that emphasized social justice and democratic practices think about and engage their students in this type of work. Specifically, using Newmann's (1996) framework of "authentic intellectual work" as an indicator of knowledge consistent with democratic education, this dissertation examines the extent to which the learning opportunities teachers create and the work that students produce demonstrate authentic intellectual work and examines the degree to which teachers' understandings of student learning align with authentic intellectual work.
520 $a This qualitatively-oriented mixed methods study (Creswell, Plano Clark, Gutmann, & Hanson, 2003; Morse & Niehaus, 2009) used quantitative and qualitative methods concurrently to examine 11 beginning teachers' experiences during the preservice period and first two years of teaching. Using the Teacher Assessment/Pupil Learning protocol, this study draws upon quantitative methods to evaluate teachers' assessments/assignments ( n=53) and students' work (n=481) on these assignments and qualitative methods to analyze interviews (n=54).
520 $a Findings suggest that these beginning teachers and their students engaged in "moderate" levels of authentic intellectual work, although this varied widely. The quality of assessments was positively correlated to the quality of student learning. The degree to which teachers fostered authentic learning opportunities is complicated by teachers' beliefs about assessment and student learning and particular contextual factors such as time, accountability frameworks, classroom management, student ability, and content area. Teachers whose goals for learning aligned with authentic intellectual work were more likely to construct more authentic learning opportunities. This dissertation argues that evaluations of teacher performance and student learning must account for the quality of learning and utilize multiple measures of evaluation.
590 $a School code: 0016.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Social Sciences. $3 1019148
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710 2 $a Boston College. $b Lynch School of Education. $3 1023213
773 0 $t Dissertation Abstracts International $g 72-06A.
790 1 0 $a Cochran-Smith, Marilyn, $e advisor
790 1 0 $a McQuillan, Patrick $e committee member
790 1 0 $a Pedulla, Joseph $e committee member
790 $a 0016
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3449678