UVM Theses and Dissertations
Format:
Print
Author:
Hood, Robin
Dept./Program:
College of Education and Social Services
Year:
2005
Degree:
Ed. D.
Abstract:
Much of today's educational literature is inundated with articles on school reform and accountability in response to the No Child Left Behind Act. Today's educators are responding to a federal emphasis on prescriptions for success with punitive consequences. Teachers are increasingly being held accountable for their teaching and student learning. More and more, students are being pushed to achieve standards and other forms of accountability. All students, including those who live in poverty and children who experience tragedy or other trauma, are expected to make adequate yearly progress in school. Assumptions are made as to why students are successful or not. Missing from this literature, are the narratives of teachers and students who work together in our schools each day.
Using Scholarly Personal Narrative, an educator's story evolves which exemplifies how poverty and tragedy can strengthen the human spirit. Although poverty has the ability to identify, track, and potentially destroy a person, there is also an opportunity to prosper in it. Additionally, there are times when tragedy helps us to grow and transcend our lives. Resiliency, an effect of both poverty and tragedy, can produce leaders and great problem solvers. This dissertation illustrates how human agency affords a person the capacity to change the quality of his or her life. A powerful achievement ideology either in the home or at school, as well as caring and high expectations from a parent, teacher or friend play a critical role in students' futures and how they are socialized. Scholarly Personal Narrative is used to frame a deep understanding of how every student must be able to gain access and entry into education. Educators are asked to reflect upon their own values and beliefs about their students' capabilities. Often, their mental models of school and students' mental models do not match. The author takes a critical look at education through her own life stories. It is intended to promote discourse among teacher and teacher, and teacher and student in hopes of developing learning communities where every student counts.
Using Scholarly Personal Narrative, an educator's story evolves which exemplifies how poverty and tragedy can strengthen the human spirit. Although poverty has the ability to identify, track, and potentially destroy a person, there is also an opportunity to prosper in it. Additionally, there are times when tragedy helps us to grow and transcend our lives. Resiliency, an effect of both poverty and tragedy, can produce leaders and great problem solvers. This dissertation illustrates how human agency affords a person the capacity to change the quality of his or her life. A powerful achievement ideology either in the home or at school, as well as caring and high expectations from a parent, teacher or friend play a critical role in students' futures and how they are socialized. Scholarly Personal Narrative is used to frame a deep understanding of how every student must be able to gain access and entry into education. Educators are asked to reflect upon their own values and beliefs about their students' capabilities. Often, their mental models of school and students' mental models do not match. The author takes a critical look at education through her own life stories. It is intended to promote discourse among teacher and teacher, and teacher and student in hopes of developing learning communities where every student counts.