All We Are Saying: Teachers' Narratives of Lived Classroom Experience

Autor/in	Gaches, Sonya
Titel	All We Are Saying: Teachers' Narratives of Lived Classroom Experience
Quelle	(2011), (196 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2670-4702-1
Schlagwörter	Hochschulschrift; Dissertation; Teaching (Occupation); Mass Media Effects; Teacher Attitudes; Preschool Teachers; Grade 1; Grade 2; Elementary School Teachers; Public School Teachers; Observation; Classroom Environment; Teaching Experience; Educational Policy; Context Effect; Critical Theory; Feminism; Discourse Analysis; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching; Lehrberuf; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Klassenklima; Unterrichtsklima; Politics of education; Bildungspolitik; Kritische Theorie; Feminismus; Diskursanalyse; USA
Abstract	Accounts in the media often demonize teachers and misrepresent what is happening in schools. Meanwhile, teachers' voices are largely absent from the national and international debates on school reform. This dissertation privileges the voices of nine participating Kindergarten through second grade teachers from a variety of public schools, including affluent schools and schools receiving full and partial Title I funding. Through observations and interviews teachers shared their narratives of classroom joys and challenges while also describing how policy has affected these experiences. A preliminary discourse analysis of these narratives was performed, identifying narratives related to nodes of the activity system of schooling. Further discourse analysis of these identified narratives revealed how these teachers' classroom experiences position them within an activity system strongly influenced by tensions between maternal relationships and the patriarchal project of schooling. A critical feminist theoretical perspective is utilized to respond to these tensions and to describe possibilities for future studies in education and the future of education in general. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10