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A Personal and Collaborative Journey of Change: Lessons Learned About Leadership, Mentoring and Motivation from an Educational Community's Work with Donald Graves

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A Personal and Collaborative Journey of Change: Lessons Learned About Leadership, Mentoring and Motivation from an Educational Community's Work with Donald Graves University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Fall 2013 A personal and collaborative journey of change: Lessons learned about leadership, mentoring and motivation from an educational community's work with Donald Graves Barbara Plummer Jasinski Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Jasinski, Barbara Plummer, "A personal and collaborative journey of change: Lessons learned about leadership, mentoring and motivation from an educational community's work with Donald Graves" (2013). Doctoral Dissertations. 740. https://scholars.unh.edu/dissertation/740 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. A PERSONAL AND COLLABORATIVE JOURNEY OF CHANGE: LESSONS LEARNED ABOUT LEADERSHIP, MENTORING AND MOTIVATION FROM AN EDUCATIONAL COMMUNITY’S WORK WITH DONALD GRAVES BY BARBARA PLUMMER JASINSKI B.S. Lesley University, 1978 M.Ed. University of New Hampshire, 2001 DISSERTATION Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education September, 2013 UMI Number: 3575980 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Di!ss0?t&iori Piiblist’Mlg UMI 3575980 Published by ProQuest LLC 2013. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 ALL RIGHTS RESERVED 2013 Barbara P. Jasinski This dissertation has been examined and approved. !rt v i - h i £ Dissertation Director, Ruth Wharton-McDonald, Ph.D. Associate Professor, Education Georgfa KernsJ Ph.D. Associate Professor, Education Thomas Newkirk, Ph.D. Professor, English Thomds Schram, Ph.D. Associate Professor, Education William Wansart, Ph.D. Associate Professor, Education (jlA£=t. jjT^_2Q/5. Date DEDICATION For Steve, Sarah, David, and Emily, who give me the motivation to be the best I can be and for my parents, John and Charlotte Plummer, who taught me to believe in myself iv ACKNOWLEDGEMENTS I want to express my sincere gratitude to the Atkinson Academy teachers and principal who made this research project possible. They graciously welcomed me into their lives, answered my endless questions, and challenged my thinking as I journeyed with them into a fascinating world that existed more than 30 years ago. Despite the passage of time, they recreated this world with great clarity and insight. Their eagerness to share this groundbreaking time with me and to help me understand its significance for them both personally and professionally, demonstrates their ongoing commitment to the education of others. As their most recent pupil, I am very grateful. I particularly appreciate the time I was able to spend with Jean Robbins, the Atkinson principal. Her support of this project from the very beginning and her willingness to provide contact information opened many doors, allowing me to establish a rich data pool from a wide variety of participants. Over the years, conversations with Jean have inspired me to think deeply about my role as an educator and have helped me realize how essential it is to leam from those who have come before while attempting to lead the way for those who will follow. As my advisor and then my dissertation chair, Ruth Wharton McDonald’s patience, guidance and encouragement were greatly appreciated. She had the remarkable ability to see possibilities in my meanderings, to join me in moments of excited discovery and to ask the right questions to move me along. When I needed to meet every few weeks to stay focused and maintain momentum, Ruth was always willing to join me for yet another cup of coffee. It really wasn’t until she suggested that I might be “ready” that I truly believed in my own ability to complete this daunting task. In addition to Ruth, each member of my dissertation committee played a critical role in my learning process. Tom Schram’s advice regarding methodology and his thoughtful feedback on multiple drafts of my dissertation helped me immensely with the coding, analysis and interpretation of my data. Bill Wansart’s own work with Graves and his pivotal suggestions during an early dissertation seminar helped delineate my research questions and ultimately launched me on my way. Tom Newkirk’s discovery of the “missing tapes,” his depth of knowledge about Graves and his connection with the work in Atkinson inspired me to pursue my own path of inquiry related to this groundbreaking research. Over the years, Georgia Kerns has been a mentor, collaborator and friend as we have worked together in the support of interns at Mast Way Elementary School. She always believed in my ability to accomplish this monumental task and this faith sustained me at my weaker moments. John Carney and Grant Cioffi, were significant mentors for me early in my process. John’s high expectations and constant encouragement started me on this journey, while Grant helped me navigate the adjustment to being a part-time doctoral student while working fulltime. These men were giants among literacy professors and they will be forever missed. Other members of the education faculty at UNH have not only provided me with a solid academic foundation but their accessibility and collegial support were greatly appreciated. A special thanks to Suzanne Graham and fellow doctoral student Meghan Hubacz, whose guidance and encouragement during doctoral seminar were invaluable as I worked through the many stages of this project. Meghan started the program with me in 2007 and has been a constant source of support and friendship as we have tackled the many ghallenges along the way as moms, full time teachers and part-time doctoral students. I am exceedingly grateful to my parents, Charlotte and John Plummer, who fostered my love of literacy, modeled an insatiable curiosity for life, and encouraged me to follow my dreams. They are both an integral part of who I am and who I am yet to be. Finally and most importantly, I save my most heartfelt gratitude for husband, Steve, and my children Sarah, Dave and Emily. They are my inspiration, my strength and my very reason for being. TABLE OF CONTENTS DEDICATION.................................................................................................................iv ACKNOWLEDGEMENTS............................................................................................. v LIST OF TABLES...........................................................................................................ix ABSTRACT......................................................................................................................x CHAPTER PAGE 1. INTRODUCTION.........................................................................................................1 2. THEORETICAL CONTEXT/CONCEPTUAL FRAMEWORK...............................5 RESEARCH AIM................................................................................................15 PURPOSE STATEMENT................................................................................... 16 RESEARCH QUESTIONS................................................................................. 17 3. RESEARCH PROCEDURES.................................................................................... 17 PILOT STUDY................................................................................................... 29 SIGNIFICANCE AND IMPLICATIONS.........................................................44 4. ANALYSIS AND INTERPRETATION.................................................................. 47 PRELIMINARY FACTORS..............................................................................48 EMERGING THEMES......................................................................................66 CASE STUDY #1: Jean Robbins...................................................................... 68 Redefining School Leadership: Creating Optimal Conditions for Change CASE STUDY #2: Mary Ellen Giacobbe.........................................................78 Developing Mentor/Apprenticeship Relationships: Finding a Scaffold for Adult Learning CASE STUDY # 3: Martha Horn................................................'......................86 Developing a Stance of Inquiry: Apprenticeship, Self-directed Learning and the Critical Element of Time THEMATIC SUMMARY: Social Interactions Associated with the Process of Change................93 5. DISCUSSION............................................................................................................95 Research Findings and their Relevance to Current Practice .............................96 Implications for Professional Development within a School Community. ...107 Limitations of this Study....................................................................................113
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