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Teaching Not Knowing: Reflections On A Writing Practice, Terry A. Moher
Teaching Not Knowing: Reflections On A Writing Practice, Terry A. Moher
Doctoral Dissertations
Donald M. Murray (1994) proposes that the practice of teaching composition engages us in a process of "teaching not knowing." In this inquiry, I draw from theories in composition, psychology, epistemology, ethics, and communication to portray and describe this practice in my high school classroom. Studying my students' writing processes and our interactions in writing conferences, I describe a philosophical stance that approaches teaching writing as improvisational, dialogic and relational. This reflection explores the conditions and attitudes which enhance our capacities to teach writing processes and adopts discourse outside of composition theory that may inform our practices in teaching writing. …
Shifting Worlds: Leading Educational *Change In A Quantum Universe, Mary O Douglas Singer
Shifting Worlds: Leading Educational *Change In A Quantum Universe, Mary O Douglas Singer
Doctoral Dissertations
The twentieth century theories of quantum physics and chaos theory in mathematics have had an impact across disciplines, but in many ways educational leaders have been trapped in the old Newtonian paradigm. The conceptual portion of this study bridges the paradigms to suggest new ways to view school leadership for the twenty-first century, using New Science constructs, systems thinking, and leadership concepts of business writers Senge (1990) and Wheatley (1992). It argues that such business models are appropriate for school organizations, and builds a conceptual model of a quantum principal who may participate in creating change through transformation (Burns, 1978) …
The Interplay Between Instructional Policy And Its Constituents: How Mathematics Teachers Interact With And Understand "Principles And Standards For School Mathematics", Dawn M. Berk
Doctoral Dissertations
Educational policies aimed at reforming school mathematics education have been disseminated at an increasing rate in recent years. The impact of such policies hinges on if and how constituents decide to implement the policy recommendations, and these decisions depend largely on constituents' interpretations of the policy. Investigating how classroom teachers make sense of policy recommendations is particularly important, for teachers are the ones who ultimately decide what mathematics students learn, and how they learn it. This research followed a group of teachers as they studied a particular instructional policy, Principles and Standards for School Mathematics (NCTM, 2000). Fourteen middle school …