The purpose of this study was to explore teaching for meaningfulness in a school setting. I feel that a better understanding of teaching for meaningfulness can support the practice of teachers who desire to teach for meaningfulness.
I elected to do a case study using qualitative methods while focusing for five months on a teacher's literacy program. Through this look at the everyday life of one public school teacher and her class a picture of an exemplary example of teaching for meaningfulness could be painted. Interviews, fieldnotes, journals, observations, various site artifacts, and a brief teacher autobiography comprised the primary data collection sources. Informants included a third grade teacher, eighteen third grade students, and a school language arts coordinator. / Ph. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/39209 |
| Date | 23 August 2007 |
| Creators | Earp, Mary Lisa |
| Contributors | Curriculum and Instruction, Niles, Jerome A., Graham, Joyce L., Kelly, Patricia Proudfoot, Wildman, Terry M., Magliaro, Susan G. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation, Text |
| Format | x, 251 leaves, BTD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | OCLC# 34996510, LD5655.V856_1996.E237.pdf |
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