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Inform/transform: A study of "witnes...

LaPrise, Annette M.

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Inform/transform: A study of "witnessing" in the classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Inform/transform: A study of "witnessing" in the classroom./
Author:	LaPrise, Annette M.
Description:	186 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1970.
Contained By:	Dissertation Abstracts International70-06A.
Subject:	Psychology, Cognitive. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3364992
ISBN:	9781109249934

Inform/transform: A study of "witnessing" in the classroom.
LaPrise, Annette M.

Inform/transform: A study of "witnessing" in the classroom. - 186 p.

Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1970.

Thesis (Ph.D.)--Union Institute and University, 2009.

Through a heuristic exploration of the question, "How is the artistic act of creation similar to the construction of knowledge in the classroom?" the researcher, an artist and educator, generated the construct called "witnessing", as a partial theory to explore further by phenomenological methods and comparison to the experiences of others. Witnessing consists of six phases, which may be cyclical or non-sequential. They are: inform, connect, represent, inform/transform, reflect, and plan. Through interviews with seven participants, recruited from inquiry-based writing workshops presented by the researcher in the Houston Independent School District, the researcher explicated the following research questions: Does witnessing occur in the classroom? If so, what does it look like? Following analysis of exemplars and individual portraits of the participants, the researcher generated a composite portrait or theory of the phenomenon and, as a creative synthesis, generated planning tools and materials to assist teachers in planning for further exploration of this process and reflecting on practice. The findings have implications for educational policy, legislation, and program design; and socially relevant applications for the classroom teacher or parent. Further research using a different research design and/or context is suggested to further delineate features of witnessing, examine conditions of non-occurrence, and explore possible applications to the fields of scientific research, engineering, and business.

ISBN: 9781109249934Subjects--Topical Terms:

1017810
Psychology, Cognitive.

Inform/transform: A study of "witnessing" in the classroom.
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100 1 $a LaPrise, Annette M. $3 1678012
245 1 0 $a Inform/transform: A study of "witnessing" in the classroom.
300 $a 186 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1970.
500 $a Adviser: George R. Taylor.
502 $a Thesis (Ph.D.)--Union Institute and University, 2009.
520 $a Through a heuristic exploration of the question, "How is the artistic act of creation similar to the construction of knowledge in the classroom?" the researcher, an artist and educator, generated the construct called "witnessing", as a partial theory to explore further by phenomenological methods and comparison to the experiences of others. Witnessing consists of six phases, which may be cyclical or non-sequential. They are: inform, connect, represent, inform/transform, reflect, and plan. Through interviews with seven participants, recruited from inquiry-based writing workshops presented by the researcher in the Houston Independent School District, the researcher explicated the following research questions: Does witnessing occur in the classroom? If so, what does it look like? Following analysis of exemplars and individual portraits of the participants, the researcher generated a composite portrait or theory of the phenomenon and, as a creative synthesis, generated planning tools and materials to assist teachers in planning for further exploration of this process and reflecting on practice. The findings have implications for educational policy, legislation, and program design; and socially relevant applications for the classroom teacher or parent. Further research using a different research design and/or context is suggested to further delineate features of witnessing, examine conditions of non-occurrence, and explore possible applications to the fields of scientific research, engineering, and business.
590 $a School code: 1414.
650 4 $a Psychology, Cognitive. $3 1017810
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Philosophy of. $3 783746
690 $a 0633
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710 2 $a Union Institute and University. $3 1017694
773 0 $t Dissertation Abstracts International $g 70-06A.
790 1 0 $a Taylor, George R., $e advisor
790 $a 1414
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3364992