The human side of school reform implementation and analysis is often marginalized in favor of an emphasis on rationality, student outcomes or formal structures. The perspective of the Teacher-as-Being, which is grounded in existential philosophy is a conceptual framework that acknowledges the human condition, our situated existence and the lived world of teachers. Teachers' interpretations of their experiences on problem solving service teams will be analyzed from this perspective. The tenets of existential philosophy, with an eye toward issues common to our existence as human beings, can serve to build a deep and humane framework for explaining the role of individual teachers' meaning making, interpretation and contextual experiences in the implementation of a reflective practice school reform initiative.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-2296 |
| Date | 01 January 2004 |
| Creators | Pedevillano, Elizabeth Dolly |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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