UVM Theses and Dissertations
Format:
Print
Author:
Watson, Elaine
Dept./Program:
College of Education and Social Services
Year:
2004
Degree:
Ed. D.
Abstract:
Focusing on the seemingly disparate themes of gardening, mathematics, and spirituality, this scholarly personal narrative seeks to weave stories around these themes to inform educational leaders on how to nurture growth in a learning organization. The metaphor of growth is initially captured in the poem of a 7th grade student, Plants. The poem is a celebration of a plant, its "outreached leaves", its fragrance, its roots holding firm "so no evil can touch it" The poem closes with the line "all from one willing seed." This phrase echoes throughout the narrative, which asks why some seeds become unwilling, and what can be done to make sure that students remain willing. In order for the willing seed to take root, the ground must be prepared, the proper nutrients must be in place, and the tender seedling must be nurtured. Mathematics is a central theme to my life as an educator. In this narrative, I discuss the accidental journey that led me from never intending to take another math course after my junior year in high school, to majoring in mathematics in college, and to eventually becoming a high school math teacher.
I include a brief selective history of math, highlighting concepts that I find fascinating, from the golden ratio to fractals. I also mention two developments in technology and math pedagogy that have had a profound effect on the way math is taught: the graphing calculator and the Rule of Four. The spirituality that I refer to concerns the relationships in an organization, specifically in a school. The spiritual health of a school can affect student learning. I discuss schools in which I have been employed and note the differences in school climate that I perceived. I conclude the narrative with implications for educational leaders, focusing on each theme in the context of leadership: mathematics, growth, and spirituality. The story comes full circle back to the willing seed. I, myself, am a willing seed. I have grown through writing this scholarly personal narrative. Life is a journey and examining that life while making explicit the stories and the lessons learned is a gift we can give each other.
My words tell a personal story, yet one that can be universalized. One hope in writing my story is that I will encourage more-people to see the beauty of math. My ultimate hope, however, is that the reader can find something in my story that will help them look a little differently when they encounter a young seedling, be it a sprout coming out of the rich earth, or a child who is an eager, willing seed. Our mission as educators is to keep that willingness alive.
I include a brief selective history of math, highlighting concepts that I find fascinating, from the golden ratio to fractals. I also mention two developments in technology and math pedagogy that have had a profound effect on the way math is taught: the graphing calculator and the Rule of Four. The spirituality that I refer to concerns the relationships in an organization, specifically in a school. The spiritual health of a school can affect student learning. I discuss schools in which I have been employed and note the differences in school climate that I perceived. I conclude the narrative with implications for educational leaders, focusing on each theme in the context of leadership: mathematics, growth, and spirituality. The story comes full circle back to the willing seed. I, myself, am a willing seed. I have grown through writing this scholarly personal narrative. Life is a journey and examining that life while making explicit the stories and the lessons learned is a gift we can give each other.
My words tell a personal story, yet one that can be universalized. One hope in writing my story is that I will encourage more-people to see the beauty of math. My ultimate hope, however, is that the reader can find something in my story that will help them look a little differently when they encounter a young seedling, be it a sprout coming out of the rich earth, or a child who is an eager, willing seed. Our mission as educators is to keep that willingness alive.