| 說明 |
244 p |
| 附註 |
Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3339 |
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Chair: P. David Pearson |
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Thesis (Ph.D.)--University of California, Berkeley, 2004 |
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Professional development has often been about assuring teacher mastery of "best practices." But researchers ascribe great importance to developing creative practitioners who can make decisions "on the fly"; they have also noted that we know little about how teachers explore decision-making in professional development contexts (Anders, Hoffman, & Duffy, 2000). This study investigates how teachers in the "Reading Teaching Academy" wrestled with the evaluation of pedagogical decisions and particularly with the ways in which their responses to students' responses might change how children read |
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Through tutorial lessons, video observation sessions, and other activities, the teachers explored on-the-fly decisions made, not only by themselves, but also by colleagues and the program leadership. They made claims about many different decisions, but grappled especially with those linked to one central question: What would happen if students could not depend on the teacher to evaluate their textual hypotheses as right or wrong? |
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I began with discourse analysis of "shared evaluation pedagogy" (SHEP) itself, exploring how several students worked through divergent understandings of a text's meaning when their teacher did not step in to evaluate their claims. Through the openings provided, these students seemed to take considerable interpretive responsibility |
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Then, relying on discourse analysis and thematic analysis, I considered three additional questions: (a) How did teachers develop arguments about pedagogical decision-making? (b) When did conversation about decisions fail to serve as a frame for analyzing local decision-making? and (c) What did SHEP mean to these teachers? |
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I created a topology of the varied kinds of warrants teachers used to support their claims, and learned that some were more likely to provide avenues of exploring decision-making as locally contingent practice. Moreover, when teachers' conversation became largely directed toward situational uniqueness or pedagogical norms, it lost focus on local decision-making |
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I also found that, while most teachers found SHEP potentially powerful, some struggled to align it with existing pedagogical norms, or to develop new decision-making strategies consonant with this normative stance. My findings shed light on how professional educators can better meet teachers where they are, even as we ask them to rethink assumptions about reading instruction |
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School code: 0028 |
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DDC |
| Host Item |
Dissertation Abstracts International 65-09A
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| 主題 |
Education, Teacher Training
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Education, Reading
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0530
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0535
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| Alt Author |
University of California, Berkeley
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