UVM Theses and Dissertations
Format:
Print
Author:
Madeira, Sally R.
Dept./Program:
College of Education and Social Services
Year:
2006
Degree:
Ed. D.
Abstract:
The culture of today's K-12 public schools is stressed, fragmented, and fast-paced. The impact of such a culture on educators, pedagogy, and students is explored and three constructs are examined for improving today's educational culture: reflection, conversation, and community. Insights on the power of these constructs are gleaned through scholarship and theory as well as through personal narrative as a teacher, artist, and family member. A passion for creativity and imagination, caring and contentment, and a belief in the need for "open spaces" fuels the fire behind this dissertation. As teachers, we bring who we are into the classroom and it is with our hearts, spirit, and soul that we connect with others. Due to an overburdened, over-assessed, fragmented school culture, connectedness is threatened today. Current educational literature, as well as practitioner experience, point to an over emphasis on test scores rather than the human mind. With educators' and students' souls and spirits on the line, we must rethink leadership, teachers roles, and the use of time in order to nurture joy, enthusiasm, and life-long learning.
The methodology of Scholarly Personal Narrative provides a unique framework that mirrors the constructs at the core of this dissertation. Through a lens tinted by the feminine, artist, teacher and scholar as well as wife, mother, and daughter, a common thread of thought is exposed within John Dewey's educational philosophy, constructivist theory, quantum theory, Noddings' feminine caring theory, Taoist thought, and a sense of school as a "homeplace." This common thread is woven into stories from life experiences and thirty-five years of teaching. As a result new understandings emerge as to how and why reflection, conversation, and community are essential to establishing schools as communities of learners. Empowered through the practice of reflection, conversation, and writing as well as the use of time, educators must create professional learning communities. Only when educators are part of such communities will student learning be the best that it can be. Scholarly Personal Narrative has impacted this practitioner's professional life by inspiring and informing a quest for professional learning community. It is hoped that other educators will reclaim themselves and restore spirit, soul, depth, and joy to learning through the empowerment found in reflection, conversation, and community.
The methodology of Scholarly Personal Narrative provides a unique framework that mirrors the constructs at the core of this dissertation. Through a lens tinted by the feminine, artist, teacher and scholar as well as wife, mother, and daughter, a common thread of thought is exposed within John Dewey's educational philosophy, constructivist theory, quantum theory, Noddings' feminine caring theory, Taoist thought, and a sense of school as a "homeplace." This common thread is woven into stories from life experiences and thirty-five years of teaching. As a result new understandings emerge as to how and why reflection, conversation, and community are essential to establishing schools as communities of learners. Empowered through the practice of reflection, conversation, and writing as well as the use of time, educators must create professional learning communities. Only when educators are part of such communities will student learning be the best that it can be. Scholarly Personal Narrative has impacted this practitioner's professional life by inspiring and informing a quest for professional learning community. It is hoped that other educators will reclaim themselves and restore spirit, soul, depth, and joy to learning through the empowerment found in reflection, conversation, and community.