University of Kentucky UKnowledge Theses and Dissertations--Education Sciences College of Education 2021 “HOW SWEET THAT I AM THE ONE TO WHISPER THESE THINGS”: A COMPARATIVE CASE STUDY OF ACTIVE LATIN TEACHING AND LEARNING Laura Ann Manning University of Kentucky, [email protected] Author ORCID Identifier: https://orcid.org/0000-0003-0697-4546 Digital Object Identifier: https://doi.org/10.13023/etd.2021.265 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Manning, Laura Ann, "“HOW SWEET THAT I AM THE ONE TO WHISPER THESE THINGS”: A COMPARATIVE CASE STUDY OF ACTIVE LATIN TEACHING AND LEARNING" (2021). Theses and Dissertations--Education Sciences. 91. https://uknowledge.uky.edu/edsc_etds/91 This Doctoral Dissertation is brought to you for free and open access by the College of Education at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Education Sciences by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. I retain all other ownership rights to the copyright of my work. I also retain the right to use in future works (such as articles or books) all or part of my work. I understand that I am free to register the copyright to my work. REVIEW, APPROVAL AND ACCEPTANCE The document mentioned above has been reviewed and accepted by the student’s advisor, on behalf of the advisory committee, and by the Director of Graduate Studies (DGS), on behalf of the program; we verify that this is the final, approved version of the student’s thesis including all changes required by the advisory committee. The undersigned agree to abide by the statements above. Laura Ann Manning, Student Dr. Susan Chambers Cantrell, Major Professor Dr. Ryan Crowley, Director of Graduate Studies “HOW SWEET THAT I AM THE ONE TO WHISPER THESE THINGS”: A COMPARATIVE CASE STUDY OF ACTIVE LATIN TEACHING AND LEARNING ________________________________________ DISSERTATION ________________________________________ A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Education at the University of Kentucky By Laura Ann Manning Lexington, Kentucky Co-Directors: Dr. Susan Chambers Cantrell, Professor of Curriculum and Instruction And Dr. Terence Tunberg, Professor of Classical Languages and Literature Lexington, Kentucky 2021 Copyright © Laura Ann Manning 2021 https://orcid.org/0000-0003-0697-4546 ABSTRACT OF DISSERTATION “HOW SWEET THAT I AM THE ONE TO WHISPER THESE THINGS”: A COMPARATIVE CASE STUDY OF ACTIVE LATIN TEACHING AND LEARNING The motivation for this study came from a need to construct student-centered pedagogical practices to enhance learning and teaching of the Latin language in K-12 schools in the USA. This study aimed to advance a conceptual understanding of how active Latin teaching and learning occurs and to investigate the potential benefits of applying historical pedagogical frameworks for active Latin teaching practiced during the Renaissance, when Latin was both a lingua franca and a dead language. This study employed a mixed-methods comparative case study including interviews and classroom observations and quantitative analyses of student test scores to determine current active teaching and learning practices and outcomes in K-12 United States schools. Findings demonstrate that teachers engaged in active Latin pedagogy desired that students live a well-examined life, and highlight the importance of access to literature so that students become lifelong learners who make connections to their own experiences, co-construct knowledge and make sense of content. This research has the potential to enhance Latin pedagogy and positively affect learning outcomes in K-12 classes and beyond both in the USA and abroad, through analysis of the benefits of a pedagogical focus on a variety of active teaching and learning techniques. KEYWORDS: Active Latin, Renaissance Latin, Constructivist Pedagogy, Latin teaching, Latin curriculum, Latin literature Laura Ann Manning 07/14/2021 Date “HOW SWEET THAT I AM THE ONE TO WHISPER THESE THINGS”: A COMPARATIVE CASE STUDY OF ACTIVE LATIN TEACHING AND LEARNING By Laura Ann Manning Susan Chambers Cantrell Co-director of Dissertation Terence Tunberg Co-director of Dissertation Ryan Crowley Director of Graduate Studies 07/14/2021 Date DEDICATION In memoriam: Alberta Louise Manning ACKNOWLEDGEMENTS The following dissertation, while an individual work, benefited from the insights and direction of several people. First, my dissertation chair, Susan Cantrell, exemplifies the high quality of scholarship to which I aspire, and gave encouragement, support and timely and instructive comments and evaluation at every stage of the dissertation process. Next, I wish to thank the dissertation committee and outside reader: Terence Tunberg, Leslie David Burns, Milena Minkova, and Joseph O’Neil. Each individual guided me with insights that challenged my thinking about teaching and learning, about the Latin language, about research, about humanitas and so much more, substantially improving this work. Together they are the brightest and best possible examplar of collegial partnership toward an academic goal. The errors and omissions that remain are entirely my own, and in no way reflect on the guidance and efforts of my esteemed advisors. In addition to the unparalleled assistance mentioned above, I received tremendous help and support from friends and colleagues, especially Elizabeth Barnes and Jennifer Tunberg, and from Mair Lloyd, whose courageous example and outstanding research paved the way. My sons, Andrew, Timothy and Sean, their wives and partners, Salote, Reva and Elise, and their children, Senaia, Selena, Andrew Jr., Sereana-Faith, Anneliese and Elias, gave their boundless love and support throughout years of coursework and the dissertation process. Your love, faith, strength, courage, and optimism are beautiful gifts for which I can never adequately express or return my thanks. Finally, I wish to thank the participants of my study (who remain anonymous in order to maintain the confidentiality of their participation) for your inspirational, reflective, and responsive teaching, and for your generous, selfless and diligent participation. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS ........................................................................................... iii TABLE OF CONTENTS ............................................................................................... iv LIST OF TABLES ......................................................................................................... ix LIST OF FIGURES ........................................................................................................ x CHAPTER 1. INTRODUCTION................................................................................. 1 Introduction to the Research Study ................................................................................. 1 Overview of the Research Study ..................................................................................... 2 Statement of the Problem ................................................................................................ 2 Significance..................................................................................................................... 6 Specific Aims .................................................................................................................. 7 Methodology and Methods ............................................................................................. 8 Clarification of Terms ..................................................................................................... 9 Initial Challenges .......................................................................................................... 15 CHAPTER 2. LITERATURE REVIEW .................................................................. 18 Introduction to the Literature Review ........................................................................... 18 Framing the Research ................................................................................................... 18 A Review of Studies on Learning and Teaching Latin ................................................. 23 Latin Teaching Methodologies and Philosophies ......................................................... 25 Introduction to the Pedagogical Approaches to Teaching Latin ................................... 25 Direct Method ..........................................................................................................