Teaching through the Lens of Humane Education in U.S. Schools

Autor/in	Tucker, Kristine Cecilia
Titel	Teaching through the Lens of Humane Education in U.S. Schools
Quelle	(2016), (296 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-8263-2
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Altruism; Humanistic Education; Humanization; Ethics; Animals; Civil Rights; Cultural Awareness; Social Change; Elementary Secondary Education; Postsecondary Education; Faculty Development; Experiential Learning; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Altruistic behavior; Altruismus; Humanistische Bildung; Humanisierung; Ethik; Animal; Tier; Tiere; Bürgerrechte; Grundrechte; Zivilrecht; Cultural identity; Kulturelle Identität; Sozialer Wandel; Post-secondary education; Tertiäre Bildung; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Humane education (HE) is a specialized niche in higher education and adult learning. HE provides a curricular framework positioning environmental ethics, animal protection, human rights, media literacy, culture, and change processes as the nexus for understanding and inspiring social change. Research-derived experiences illuminating how educators conceptualize and implement HE in U.S. schools are absent from the scholarly literature. Facing this gap, practitioners and administrators of HE programs cannot access nor apply research-derived practices to inform instruction. To address this gap, a conceptual framework was advanced weaving together HE teaching experience, Freirean philosophy, hyphenated selves, reflection-in-action, transformative learning, and transformative education to explore and understand what it means to be a practitioner teaching through the lens of HE in U.S. primary, secondary, and postsecondary classrooms. A qualitative, multicase study was designed wherein purposeful and maximum variation sampling resulted in the recruitment of 9 practitioners working in Kindergarten to postsecondary contexts. Eight practitioners were alumni of HE programming, and 1 practitioner engaged self-study of HE pedagogy. Each bounded system included the HE practitioner, his or her classroom context, and local school community. Interviews, document review, within-case analysis, and cross-case analysis resulted in key themes illuminating the need to design a comprehensive system of field based learning and ongoing professional support to benefit HE practitioners. A policy recommendation is provided to shape programing, policy development, and resource allocation to improve and sustain HE as a field of study and professional practice. [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	2020/1/01