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Seeking my curriculum leadership ori...

Waugh, Evonne.

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Seeking my curriculum leadership orientation: Pondering early learning experiences.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Seeking my curriculum leadership orientation: Pondering early learning experiences./
作者:	Waugh, Evonne.
面頁冊數:	158 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2741.
Contained By:	Dissertation Abstracts International71-08A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3417375
ISBN:	9781124144221

Seeking my curriculum leadership orientation: Pondering early learning experiences.
Waugh, Evonne.

Seeking my curriculum leadership orientation: Pondering early learning experiences. - 158 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2741.

Thesis (Ph.D.)--University of Illinois at Chicago, 2010.

This study examined the influences on curriculum leadership orientation of three significant learning experiences identified as learning to read, learning to love or appreciate nature, and learning the joy of learning. The study examined each of the three significant learning experiences within each of three phases of the author's own development as a learner: child and youth-learner, novice teacher-learner, and experienced teacher-learner, and explored ways in which these significant learning experiences influenced the author's own curriculum leadership orientation.

ISBN: 9781124144221Subjects--Topical Terms:

1035576
Education, Leadership.

Seeking my curriculum leadership orientation: Pondering early learning experiences.
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245 1 0 $a Seeking my curriculum leadership orientation: Pondering early learning experiences.
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500 $a Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2741.
500 $a Adviser: William H. Schubert.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 2010.
520 $a This study examined the influences on curriculum leadership orientation of three significant learning experiences identified as learning to read, learning to love or appreciate nature, and learning the joy of learning. The study examined each of the three significant learning experiences within each of three phases of the author's own development as a learner: child and youth-learner, novice teacher-learner, and experienced teacher-learner, and explored ways in which these significant learning experiences influenced the author's own curriculum leadership orientation.
520 $a The study was qualitative and autobiographical in the tradition of narrative inquiry. Currere was used as an autobiographical tool to examine the meaning of significant learning experiences through narrative inquiry and through fictional characters in literature and film. Curriculum leadership orientations were examined and the author's own curriculum leadership orientation explored. The study examined curriculum leadership orientation and significant learning experiences under the overarching question: What is important to teach and to learn?
520 $a The findings suggest that the author's curriculum leadership orientation is situational and complex, and suggest that significant learning occurs when teachers have established with students a relationship of caring and trust, and that significant learning occurs through interactions with others in the learning process. Joyful learning is not forced but comes naturally when children learn about their world through exploration with caring adults. The study suggests that curriculum leadership that conforms at all times to uniform standards of academic achievement and conservative expectations of student control may ignore the critical needs and interests of individual students.
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790 1 0 $a Schubert, William H., $e advisor
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