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Meaning-making with Maxine Greene on...

Dixon, Armendia Pierce.

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Meaning-making with Maxine Greene on her work as a philosopher teacher educator.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Meaning-making with Maxine Greene on her work as a philosopher teacher educator./
作者:	Dixon, Armendia Pierce.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	295 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-06, Section: A, page: 2095.
Contained By:	Dissertation Abstracts International56-06A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9534475

Meaning-making with Maxine Greene on her work as a philosopher teacher educator.
Dixon, Armendia Pierce.

Meaning-making with Maxine Greene on her work as a philosopher teacher educator. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 295 p.

Source: Dissertation Abstracts International, Volume: 56-06, Section: A, page: 2095.

Thesis (Ph.D.)--Kent State University, 1994.

The purpose of this study was to explore the relationship between the life history of Maxine Greene and her views on education and teaching represented in her writing, teaching and personal statements. More specifically, the study sought to identify the meaning given to teaching by Maxine Greene.Subjects--Topical Terms:

684418
Curriculum development.

Meaning-making with Maxine Greene on her work as a philosopher teacher educator.
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245 1 0 $a Meaning-making with Maxine Greene on her work as a philosopher teacher educator.
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300 $a 295 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-06, Section: A, page: 2095.
500 $a Director: Mary Louise Holly.
502 $a Thesis (Ph.D.)--Kent State University, 1994.
520 $a The purpose of this study was to explore the relationship between the life history of Maxine Greene and her views on education and teaching represented in her writing, teaching and personal statements. More specifically, the study sought to identify the meaning given to teaching by Maxine Greene.
520 $a Maxine Greene is a philosopher teacher educator at Teachers College, Columbia University where she has taught since 1973. She is past president of the American Educational Research Association.
520 $a This interpretive lens, the life history method, allowed the researcher to form a way-of-viewing the experiences and meaning-making of teachers by attempting to understand the life of one teacher engaged in successful teaching. By using the life history method in this study, this researcher acted as a portraitist, peeking into the mind and practice and seeking to capture the spirit of a philosopher teacher educator.
520 $a To get at Maxine Greene's meanings in teaching, the following research questions guided the inquiry: (1) What life experiences, events, and people were instrumental in the evolution of Maxine Greene's constructs of teaching? (2) What are some of the critical experiences that shaped Maxine Greene's approach to an understanding of successful teaching? (3) What is the genealogy of Maxine Greene's philosophy of teaching?
520 $a The value of using a life history method to study meaning making is illustrated as links between Dr. Greene's experiences and her philosophy as manifested in her writing and teaching. Three epistemological threads: freedom, aesthetics and critical analysis are developed as Dr. Greene's life and work from early life recollections, education, and professional career are explored. The findings include ideas and points to consider by those engaged in reflective practice in educational settings. With the findings are suggestions and recommendations to consider for addressing further research and improvement in teacher education.
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