Term of Award

Spring 2002

Degree Name

Doctor of Education in Curriculum Studies

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Department

Department of Curriculum, Foundations, and Reading

Committee Chair

Delores D. Liston

Committee Member 1

Jane Page

Committee Member 2

William M. Reynolds

Committee Member 3

W. Jay Hughes

Abstract

Through the lens of critical theory, the life histories and teaching practices of nine public high school teachers are described. Audiotaped life history interviews and classroom observations were conducted with nine educators representing various content areas in a public high school in the South. Possibilities for transformative teaching, as well as acts of resistance against barriers to teacher effectiveness and student achievement, are explored. The pedagogies of Paulo Freire, Henry Giroux, bell hooks, and Maxine Greene formed the theoretical framework used for identifying traits of transformative teaching. Based on this framework, as well as how their own teaching practices demonstrated the presence or absence of the traits of transformative teaching, the participants were placed on a continuum. The researcher, an administrator in the setting, also shares how the findings impacted her administrative practices.

Copyright

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