Abstract/Details

From marginalization to relational space: A descriptive phenomenological study of teachers who changed their assumptions and beliefs about problematic students


2002 2002

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Abstract (summary)

Little attention has been paid to the issue of educational equity at the micro level—the teacher-student interaction. Every year, children experience marginalization by their teachers, simply because this year's teachers have defined them as problems and withdrawn the attention necessary for success.

The purpose of this study was to describe the experiences of teachers who reported a change in their thinking about a student initially perceived as problematic. The change took place when the teachers experienced the Let Me Learn Process®, an advanced learning system that provides an inward look at a learner's internalized learning behaviors, an outward analysis of a learner's actions, and a vocabulary for communicating these specific learning processes. Nine elementary teachers of varying ages, grades, and locations provided descriptions of their experiences regarding changes in thinking about problematic students in open, in-depth interviews. The data were analyzed using a conceptual model based on components of teacher thinking found in the literature with attention to emergent themes.

The central emergent finding was the importance of teachers “understanding” of their students and themselves as learners. Teachers' development of successful teaching-learning relationships occurred after they reconceptualized themselves and their students as equal, active participants in the teaching-learning relationship. This change was an outcome of working with their students to understand themselves and each other using a shared conceptual framework for learning.

Indexing (details)


Subject
Elementary education;
Teacher education;
Curricula;
Teaching
Classification
0524: Elementary education
0530: Teacher education
0727: Curricula
0727: Teaching
Identifier / keyword
Education; Assumptions; Marginalization; Problematic students; Relational space; Teachers
Title
From marginalization to relational space: A descriptive phenomenological study of teachers who changed their assumptions and beliefs about problematic students
Author
Silverberg, Ruth Powers
Number of pages
177
Publication year
2002
Degree date
2002
School code
0086
Source
DAI-A 63/01, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780493546681, 0493546685
Advisor
Kottkamp, Robert B.; Shakeshaft, Charol
University/institution
Hofstra University
University location
United States -- New York
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3041344
ProQuest document ID
305532322
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305532322
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