How Three Beginning Social Studies Teachers Enact Personal Practical Theories
UNDERSTANDING THE RELATIONSHIP BETWEEN BELIEFS ABOUT DEMOCRACY AND PRACTICE: HOW THREE BEGINNING SOCIAL STUDIES TEACHERS ENACT PERSONAL PRACTICAL THEORIES A dissertation submitted to the Kent State University College of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Andrew L. Hostetler August 2012 © Copyright 2012, by Andrew L. Hostetler All Rights Reserved ii A dissertation written by Andrew L. Hostetler B.S., Kent State University, 2002 M.Ed., Ashland University, 2008 Ph.D., Kent State University, 2012 Approved by _________________________, Director, Doctoral Dissertation Committee Alicia R. Crowe _________________________, Member, Doctoral Dissertation Committee Todd S. Hawley _________________________, Member, Doctoral Dissertation Committee Susan V. Iverson Accepted by _________________________, Director, School of Teaching, Learning and Curriculum Alexa L. Sandmann Studies _________________________, Dean, College of Education, Health and Human Services Daniel F. Mahony iii HOSTETLER, ANDREW L., Ph.D., August 2012 TEACHING, LEARNING, AND CURRICULUM STUDIES UNDERSTANDING THE RELATIONSHIP BETWEEN BELIEFS ABOUT DEMOCRACY AND PRACTICE: HOW THREE BEGINNING SOCIAL STUDIES TEACHERS ENACT PERSONAL PRACTICAL THEORIES (332 pp.) Director of Dissertation: Alicia R. Crowe, Ph.D. This study addressed the gap between teacher beliefs studies that claim beliefs of teachers influence practice and the recommendations for democratic practice presented in much of the literature
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