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Teachers' interpretations of a refle...

Pedevillano, Elizabeth Dolly.

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Teachers' interpretations of a reflective practice school reform initiative: An existential analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' interpretations of a reflective practice school reform initiative: An existential analysis./
Author:	Pedevillano, Elizabeth Dolly.
Description:	349 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0061.
Contained By:	Dissertation Abstracts International65-01A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3118323

Teachers' interpretations of a reflective practice school reform initiative: An existential analysis.
Pedevillano, Elizabeth Dolly.

Teachers' interpretations of a reflective practice school reform initiative: An existential analysis. - 349 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0061.

Thesis (Ed.D.)--University of Massachusetts Amherst, 2004.

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.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Teachers' interpretations of a reflective practice school reform initiative: An existential analysis.
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100 1 $a Pedevillano, Elizabeth Dolly. $3 1948257
245 1 0 $a Teachers' interpretations of a reflective practice school reform initiative: An existential analysis.
300 $a 349 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0061.
500 $a Director: Allan Feldman.
502 $a Thesis (Ed.D.)--University of Massachusetts Amherst, 2004.
520 $a 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.
590 $a School code: 0118.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Sociology, Social Structure and Development. $3 1017425
650 4 $a Education, Philosophy of. $3 783746
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690 $a 0998
710 2 0 $a University of Massachusetts Amherst. $3 1019433
773 0 $t Dissertation Abstracts International $g 65-01A.
790 1 0 $a Feldman, Allan, $e advisor
790 $a 0118
791 $a Ed.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3118323