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The long walk with democracy: Democr...

Ohio University.

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The long walk with democracy: Democratic teacher narratives in rural Appalachian Ohio.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The long walk with democracy: Democratic teacher narratives in rural Appalachian Ohio./
作者:	Hess, Michael E., II.
面頁冊數:	372 p.
附註:	Adviser: Jaylynne N. Hutchinson.
Contained By:	Dissertation Abstracts International70-04A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3353543
ISBN:	9781109095449

The long walk with democracy: Democratic teacher narratives in rural Appalachian Ohio.
Hess, Michael E., II.

The long walk with democracy: Democratic teacher narratives in rural Appalachian Ohio. - 372 p.

Adviser: Jaylynne N. Hutchinson.

Thesis (Ph.D.)--Ohio University, 2009.

This study examines a group of practicing K-12 teachers who were part of a grassroots teacher group called the Friday Roundtable. The narratives in this study represent the democratic educational experiences of eleven Roundtable teachers many of whom practice democratic education in rural Appalachian Ohio in spite of increased state and national pressures that often include undemocratic educational expectations. The teachers involved in the Friday Roundtable spent significant amounts of time trying to answer the collective question "How can we be better teachers?" Using individual case studies situated in both a Narrative Inquiry and Appreciative Inquiry design this research examines the democratic educational work of eleven of these K-12 teachers as they seek educational equity in their often underfunded Appalachian Ohio schools.

ISBN: 9781109095449Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The long walk with democracy: Democratic teacher narratives in rural Appalachian Ohio.
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520 $a This study examines a group of practicing K-12 teachers who were part of a grassroots teacher group called the Friday Roundtable. The narratives in this study represent the democratic educational experiences of eleven Roundtable teachers many of whom practice democratic education in rural Appalachian Ohio in spite of increased state and national pressures that often include undemocratic educational expectations. The teachers involved in the Friday Roundtable spent significant amounts of time trying to answer the collective question "How can we be better teachers?" Using individual case studies situated in both a Narrative Inquiry and Appreciative Inquiry design this research examines the democratic educational work of eleven of these K-12 teachers as they seek educational equity in their often underfunded Appalachian Ohio schools.
520 $a Among its conclusions this study found that most of the eleven Roundtable teachers interviewed had developed a democratic educational layer that was not easily penetrated by undemocratic ideas and educational practices. Ultimately this study brings to light the lasting impact a meaningful, focused, and democratic experience, such as the Friday Roundtable, can have on a group of teachers who are willing to allow the experience to help shape their teaching philosophy, practice and in some cases, life outlook. The undemocratic policies and practices described by the teachers in this study are often the result of the undemocratic education practices coming from the state and national level including the latest high-stakes assessment pressures.
520 $a In its final turn this study is about a group of people who came together, many with an existing democratic leaning, and engaged in the hard work of any democracy: listing, arguing, debating, and reflecting on ideas as they defined and solidified their collective and individual democratic teaching philosophies. This solidification of democratic educational philosophy has served as an internalized core position for many of these teachers as they responded to, reacted against and at times resisted undemocratic practices and policies in their schools.
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