This study focused on composition teachers in elementary and
secondary schools who researched their own teaching practices. Specifically, it
examined political implications of their work within the larger context of the
education hierarchy. Central to this examination were teacher-researcher (t-r)
perceptions of and interactions with other members of the education
hierarchy (i.e. university researchers, other t-rs, and students). Evidence for
this study was gleaned from journal articles, descriptive essays, and
conference sessions in which composition studies t-rs and their consultants
discussed their work.
A rhetorical analysis of what t-rs have said and written, along with an
examination of the politically charged origins of the t-r movement support
the hypothesis of this study: t-rs research (at least in part) for political
empowerment. In the process of researching, t-rs alter their traditionally
defined relationships with university researchers, other t-rs, and students.
Composition studies offers a natural setting (philosophically and practically)
for the t-r movement. / Graduation date: 1993
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/35872 |
| Date | 02 November 1992 |
| Creators | Hardin, Holly E. |
| Contributors | Helle, Anita |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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