DOCSLIB.ORG

Bridging Aesthetics and Community : a Story of a Successful School

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Bridging Aesthetics and Community : a Story of a Successful School Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2008 Bridging Aesthetics and Community : A Story of a Successful School Julie Marie Sessions Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Sessions, Julie Marie, "Bridging Aesthetics and Community : A Story of a Successful School" (2008). Electronic Theses and Dissertations. 476. https://digitalcommons.georgiasouthern.edu/etd/476 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. 1 BRIDGING AESTHETICS AND COMMUNITY: A STORY OF A SUCCESSFUL SCHOOL by JULIE M. A. SESSIONS (Under the Direction of Delores Liston) ABSTRACT This study begins with the construction of a bridge that symbolizes the philosophers that impact this study: John Dewey, Elliot Eisner, Maxine Greene, and Delores Liston. The bridge is the beginning of a journey where I analyze the concepts of aesthetics and community. This in-depth analysis culminates with the study of a school that successfully incorporates aesthetics and community into its curriculum. The study is based on a methodology known as portraiture (Lawrence-Lightfoot, 1997) where relationships and community involvement are important elements in telling the story of a school. In order to fully paint this portraiture, interviews were conducted, observations performed, and work samples collected. This study takes education from the negative realm where it seems to be housed during a time of standardization and test scores and brings light and hope with concepts such as community and aesthetics. The school portrayed, Porter-Gaud School, is a prominent private school located in Charleston, South Carolina. The Porter-Gaud School campus houses grades kindergarten through twelfth and is a coeducational, college preparatory day school with ties to the Episcopal Church. The school is a successful academic institution with a focus on education, socialization, spirituality, athletics, and artistry. 2 With a focus being on aesthetics, this dissertation cannot merely be written. Website links have been created to paint this portraiture with an aesthetic lens. Student artwork is displayed among these sites as well as pictured in the paper. Photos of the arts and performances are portrayed to visually show the importance the school places on aesthetics. INDEX WORDS: Aesthetics, Community, Portraiture, Joy 3 BRIDGING AESTHETICS AND COMMUNITY: A STORY OF A SUCCESSFUL SCHOOL by JULIE M. A. SESSIONS A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION STATESBORO, GEORGIA 2008 4 © 2008 Julie Marie Adams Sessions All Rights Reserved 5 BRIDGING AESTHETICS AND COMMUNITY: A STORY OF A SUCCESSFUL SCHOOL by JULIE MARIE ADAMS SESSIONS Major Professor: Delores Liston Committee: Ming Fang He Dan Rea Kathryn Richardson-Jones Electronic Version Approved: December 2008 6 DEDICATION This dissertation is dedicated to my family: My father, Gary Adams, is my biggest fan and supporter…. My mother, Janet Adams, is my best friend and inspiration… My husband, Derek Sessions, is my soulmate… My son, A.J. Sessions, is my star… My son, Ed Sessions, is my sunshine… My grandparents, Thelma and Robert Ross, I have learned so much from you and cherished our moments together…. My late grandparents, Warren and Dorothy Adams, with whom I remember with a sense of joy… My in-laws, Ed and Carlene Sessions, your love and support are amazing… My brother and his wife, Mark and Sharleen Adams, for friendship and support from a distance… 7 ACKNOWLEDGEMENTS This journey that I have taken is mainly due in part to my committee chairperson, Dr. Delores Liston. The first class I took in the doctoral program was taught by Dr. Liston and she was an integral part of my studies from that moment on. She helped me grow as an educator and as a person. Her expertise in curriculum as well as her talent for directing a dissertation was much appreciated. My educational philosophy is based partly on her teachings and I have been inspired by her metaphor of joy. She has helped me on my journey and it has been a true honor to walk beside her. Dr. Ming Fang He, a dissertation committee member and professor throughout my studies, helped me find my voice. Throughout the program I wrote when asked to write, but had not really found my own voice. Dr. He and her narrative inquiry style helped me to not only find my voice, but apply it to my thoughts on curriculum and education. She helped me to build my confidence as a writer and an educator. The encouragement and advice that Dr. He has given me is invaluable. I am grateful. Dr. Dan Rea, also a dissertation committee member and professor throughout my studies, introduced me to the concept of community in schools. Dr. Rea’s expertise on community and collaborative methods was unparalleled and helped me to apply the concepts to my study. I am fortunate and grateful to have worked with him. I began this journey with my final committee member, Dr. Kathy Richardson- Jones. As a professor in my Master’s Program, she recognized my passion and encouraged and inspired me to pursue a doctorate degree. She continued this support as a member on my committee. I look forward to working with her in the college setting in the near future. I cannot thank her enough. 8 To all my other professors, I have learned from you all. You have helped shape my educational views and beliefs. I have grown because of you. To my classmates, it has been a pleasure. This journey has been one I will never forget. From long weekends to late night chats to week-long stays during the summer. I thank you for your support and encouragement. Finally, I want to thank my family. Patience is truly tested in a marriage when late nights in a computer room become a habit and traveling to school takes the place of soccer games, baseball games, and even planned vacations. My husband, Derek, and my two boys, A.J. and Ed are my world. I have accomplished this for and because of you. My parents, Gary and Janet Adams, have been through this journey with me. My father became my editor and biggest advocate while my mother moved into my house to take up the slack when I was in school mode. The love, support, and sacrifices that they have both shown cannot be put into words. Thank you. My mother-in and father-in law, Carlene and Ed Sessions, have been the best set of second parents that I could expect. The support and encouragement has made our relationship grow stronger. I feel as though I have always been a part of their family, as if I were always their daughter. Thank you both. My brother, Mark Adams, has inspired me and given me confidence in ways he will never know. Thanks to Margaret and Roddy Allen for phone calls that made the drive seem to go by faster and for taking an interest in topics that were foreign to you. But thanks for asking and thanks for listening. To the rest of my family and friends, I cannot say thanks enough. Without your support and encouragement this journey would not have been possible. 9 TABLE OF CONTENTS Page ACKNOWLEDGEMENTS …………………………………………………………….. 7 LIST OF FIGURES ……………………………………………………………………. 12 CHAPTER 1 THEORETICAL FRAMEWORK AND INTRODUCTION…….………….. 14 My Bridge: A Theoretical Framework………………………………………14 John Dewey: The First Section…………………………………… 15 Dewey’s Connection to Eisner on the Bridge ……..…………… 20 Elliot Eisner: The Second Section………...…………………….. 21 Connecting Elliot Eisner and Maxine Greene …………………….25 Maxine Greene: The Third Section……………..……………….. 25 Connecting Maxine Greene with Delores Liston ………………… 28 Delores Liston- The Final Section to My Bridge……………..… 29 Context of Study: A Passion ……………………………………………… 33 Statement of Problem ……………………………………………………… 35 Purpose of Study …………………………………………………………… 35 Research Questions ………………………………………………………… 39 Significance of Study ………………………………………………………. 39 Definition of Terms ………………………………………………………… 43 2 PERSONAL JOURNEY AND LITERATURE REVIEW ………………… 46 Looking Back to Take In Order to Take a Journey Forward……………….. 46 A Large Wooden Worn-Out Door ……………………………....50 10 A Tradition of Excellence……………….………………………51 Literature Review: Aesthetics and Communities within Education…..……. 55 Part I: Aesthetics………………………..………………………………..…..55 Aesthetic Experiences and Aesthetic Education ………………...56 Aesthetics for Social Change ……………………………...…….58 Aesthetics and Joy ……………………………………………....63 Part II: Communities …. ………………………...….……….………………65 Weaving a Community ……………………………..…………...65 Relationships and Communities in Schools ………………...….. 66 Gemeinschaft and Gesellschaft ………………………...………..68 Tribal Aspects ………………………………..………………….71 Conclusion: Putting Community and Aesthetics in Our Schools ……...……72 3 METHODOLOGY…….……………………………………….……………74 Research Method: A Portraiture………………..….…..…………………….74 Selected Participants and Data Collection Strategies………………………..76 Analysis and Presentation of Study ……………………………………….. 78 4 A PORTRAITURE OF PORTER-GAUD SCHOOL ……………………………....81 A Sketch of the Main Characters ………………………………………………..81 The Evolution of Porter-Gaud School ………………………………………..…86 From Orphans
Load more

Recommended publications
  • The Progressive Class Holistic Learning Model & Family School Partnership
    1 Deakin University Faculty of Arts and Education School of Education Research Paper Title: THE PROGRESSIVE CLASS HOLISTIC LEARNING MODEL & FAMILY SCHOOL PARTNERSHIP AT GREENVALE PRIMARY SCHOOL 2003-2009 Candidate Name ANDREW KOHANE Degree: MASTER OF EDUCATION E700 Andrew Kohane 2 B.A., (Melbourne University) Dip Ed (James Cook University) Thesis submitted in partial fulfillment of the requirements for the degree of Master of Education. September, 2011. Student ID No: 2000196107 Address 23 Waldemar Rd, Heidelberg, Victoria, 3084. Supervisor: Jennifer Angwin Examiner: CANDIDATE'S STATEMENT I certify that the Research Paper entitled: THE PROGRESSIVE CLASS: HOLISTIC LEARNING MODEL & FAMILY SCHOOL PARTNERSHIP AT GREENVALE PRIMARY SCHOOL: 2003-2009 Submitted for the degree of Masters of Education EXR 796-7 is the result of my own work, except where otherwise acknowledged, and that this Research Paper/Minor Thesis (or any part of the same) has not been submitted for a higher degree to any other university or institution. There has been no requirement for Ethics approval. Signed Date 3 TABLE OF CONTENTS ................................................................................................ 3 GLOSSARY OF TERMS ............................................................................................... 6 Chapter 1 INTRODUCTION 1.1 The Context of the Research- Development of the Progressive Class Stream .......... 7 1.2 Research Questions ...................................................................................................
    [Show full text]
  • THE HOLISTIC EDUCATOR Editors' Notes Gary Babiuk and Susan A
    Fall 2018 Volume 29, Issue 1 THE HOLISTIC EDUCATOR Editors' Notes Gary Babiuk and Susan A. Schiller In This Issue Feature Articles Preface - International Handbook of Holistic Education Page 2 Where the Mind is without Fear by Anne Adams Page 6 Reflections upon Narrative Writing and the Contemplative Life by G. Rossini Page 12 On Exhibit: Kees Boeke’s Holistic Education Vision of Head, Hart, and Hands by Krystyna Henke Page 16 Welcome to the fall edition of the Holistic Educator. The Ecotherapy in education and life above photo is a reminder that as the newsletter is issued by E.D. Woodford Page 19 many of us have just enjoyed the Thanksgiving holiday season Announcements Page 24 and are transitioning from fall to winter. This issue is a mixed collection of unique and interesting articles. We begin with providing the “Preface” of the newly published International Handbook of Holistic Education, which provides an excellent overview of holistic education and features chapters by a host of influential writers and educators in the field of holistic education. The next article is by Anne Adams and outlines a systemic, integral model for education, followed by an article by Giovanni Rossini who takes us on a reflective and contemplative journey into narrative writing. The last two articles include Krystyna Henke’s review of a not so well known early 20th century Dutch reform pedagogue Kees Boeke, and to round out this issue we have some musings about how to integrate some “Ecotherapy” into our teaching and lives. As usual, we end with our Announcement section, which includes some book reviews, interesting conferences, online resources and our submission guidelines.
    [Show full text]
  • Humanistic School Culture and Social 21St Century Skills
    Humanistic School Culture and Social 21st Century Skills THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Nicole Leach Graduate Program in Education The Ohio State University 2012 Master's Examination Committee: Lynley Anderman, Advisor Sebnem Cilesiz Copyrighted by Nicole Leach 2012 Abstract At their core, the essence of the Humanism movement and the 21st century skills movement share the same goal – both are concerned with promoting the education of people to be critically thinking and socially conscious citizens (Aloni, 2002; Balot, 2001; Kane, Berryman, Goslin, & Meltzer, 1990; Knapp, 1964; Lemke, 2002; Powell, 1988). Given the strong similarities in the fundamental objectives of the Humanism movement and the 21st century skills movement, it seems appropriate to question if a humanistic school culture is an appropriate environment to develop Social 21st century skills in students. Therefore, this study examines a school whose self-description is congruent with humanistic school culture and (1) describes how humanistic intentions manifest themselves in the school‟s culture, and (2) examines connections between found humanistic school culture characteristics and 21st century skills. Five humanistic school culture characteristics were found: personal student-teacher relationships, community, trust, respect, and consciousness. All humanistic school culture characteristics were found to have relationships with 21st century skills: personal student-teacher relationships and Foundational 21st century skills, community and collaboration, community and sociability, community and communication, trust and decision-making, respect and collaboration, and consciousness and social responsibility. The significance of this study is in its‟ ability to combine the two literatures in a manner that informs both while creating an unexplored line of thought.
    [Show full text]
  • Holistic Approaches to Art Education: a Case Study of Choice-Based
    HOLISTIC APPROACHES TO ART EDUCATION: A CASE STUDY OF CHOICE-BASED ART EDUCATION A thesis submitted to the College of the Arts of Kent State University in partial fulfillment of the requirements for the degree of Master of Arts by Lauren J. Lutkus August 2019 Thesis written by Lauren J. Lutkus B.A., Kent State University, 2012 M.A. Kent State University, 2019 Approved by ______________________________________ Linda Hoeptner-Poling, Ph.D., Advisor, Associate Professor, School of Art ______________________________________ Marie Bukowski, MFA, Director, School of Art ______________________________________ John R. Crawford-Spinelli, Ed.D., Dean, College of the Arts TABLE OF CONTENTS Page LIST OF FIGURES ........................................................................................................................v ACKNOWLEDGMENTS ............................................................................................................. vi CHAPTER I. INTRODUCTION 1 Topic Development.......................................................................................................2 Significance..................................................................................................................3 Purpose and Justification..............................................................................................4 Research Questions...…………………………………………...………………….....7 Definitions………………………………………………………………………........7 Assumptions and Limitations…………………………………………………...........9 II. REVIEW OF RELATED LITERATURE……………………...………………..…...16
    [Show full text]
  • Nurturing the Aesthetic: Learning to Care for the Environment in a Waldorf School Melissa A
    Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2015 Nurturing The Aesthetic: Learning to Care for the Environment in a Waldorf School Melissa A. Grella Antioch University, New England Follow this and additional works at: http://aura.antioch.edu/etds Part of the Art Education Commons, Early Childhood Education Commons, and the Environmental Studies Commons Recommended Citation Grella, Melissa A., "Nurturing The Aesthetic: Learning to Care for the Environment in a Waldorf School" (2015). Dissertations & Theses. 339. http://aura.antioch.edu/etds/339 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact [email protected], [email protected]. Department of Environmental Studies DISSERTATION COMMITTEE PAGE The undersigned have examined the dissertation entitled: Nurturing The Aesthetic: Learning to Care for the Environment in a Waldorf School Presented by Melissa A. Grella Candidate for the degree of Doctor of Philosophy and hereby certify that it is accepted* Tania M. Schusler, PhD, Antioch University New England (Committee Chair) Joy W. Ackerman, PhD, Antioch University New England Candace J. Stout, PhD, Ohio State University Defense Date: May 26, 2015 *Signatures are on file with the Registrar’s Office at Antioch University New England NURTURING THE AESTHETIC: LEARNING TO CARE FOR THE ENVIRONMENT IN A WALDORF SCHOOL By Melissa A. Grella A dissertation submitted in partial fulfillment of the requirements of Doctor of Philosophy Environmental Studies at Antioch University New England (2015) © Copyright by Melissa A.
    [Show full text]
  • Pioneers of Holistic Education
    Pioneers of Holistic Education • Transcendentalism and A. Bronson Alcott • The Anarchists • The Montessori Movement A. Bronson Francisco Maria Alcott Ferrer Montessori • The Waldorf Schools • John Dewey and Progressive Education Rudolph John Steiner Dewey Pioneers of Holistic Education The roots of holistic education extend back over two centuries through the ideas of a number of alternative educational movements. Mainstream educational historians consider these dissidents a loose collection of “child-centered” romantics, and not a cohesive philosophical movement. But there is a common thread running through their ideas which is in alignment with the liberal democratic Jeffersonian tradition, welcoming social change for the benefit of human welfare. We will focus on Thomas Jefferson (1743-1826) two Unitarians who put forward an alternative educational vision. Transcendentalism and A. Bronson Alcott In the 1830s America produced its first home-grown movement of radical social criticism, New England Transcendentalism. This was a many-faceted movement that addressed literary, philosophical, religious, and political issues. It was a romantic William Ellery Ralph Waldo response to industrialization and a Channing Emerson comprehensive critique of American culture itself – a true countercultural movement. Transcendentalism went beyond any economic or political ideology and was a deeply felt yearning for personal wholeness. These young critics claimed that the Henry David George Ripley American worldview, despite its democratic Thoreau veneer,
    [Show full text]
  • Holistic Homeschooling.Pdf
    HOLISTIC HOMESCHOOLING: A NARRATIVE INQUIRY INTO A MOTHER’S MOTIVATIONS FOR HOME EDUCATING Brooke Haugh Doctor of Philosophy. Nipissing University 2017 HOLISTIC HOMESCHOOLING: A NARRATIVE INQUIRY INTO A MOTHER’S MOTIVATIONS FOR HOME EDUCATING Brooke Haugh SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DOCTOR OF PHILOSOPHY NIPISSING UNIVERSITY SCHULICH SCHOOL OF EDUCATION NORTH BAY, ONTARIO © Brooke Haugh 2017 Abstract Holistic homeschooling is an outlook on home education that acknowledges the interconnectedness of the homeschooling lifestyle. Situated in the realm of third-wave feminist theory and embracing a holistic worldview, this interpretive qualitative study explores my values and motivations for offering our children the opportunity to homeschool. Using Narrative Inquiry as a methodology and personal journals collected over a period of 5 years as a source of data, I have reflected on my experiences as a homeschooling mother. Theoretical frameworks of maternal desire, self-determination theory, and ethic of care are used as tools for interpretation. From this interpretation, I present the prism of connection that represents my homeschooling lifestyle at this stage of my life as a homeschooling mother. iv Acknowledgements To my supervisor, Dr. Carlo Ricci, thank-you for accompanying me on this journey. I am forever grateful for the years of mentorship, encouragement, feedback, and friendship you have provided me. To my committee members Dr. Michael McCabe, and Dr. John Vitale, and to my examiners Dr. Christine Cho, and Dr. Kellie Rolstad, thank-you for your thoughtful questioning and valuable input. Thank-you to Dr. Glenn Hanna for being my cheerleader, and to the rest of my Nipissing cohort members for being available and supportive when a chat was needed.
    [Show full text]
  • Humanistic Learning Theory - 1
    Humanistic Learning Theory - 1 HUMANISTIC LEARNING THEORY: EDUCATION IN SEARCH OF ITS SOUL By Andrew P. Johnson, Ph.D. Education has lost its soul. The idealism of the 70s was crushed upon the rocks of the back-to-the-basics movement of the 80s. In today’s hyper-testing environment, there is little room for real learning, creativity, innovation, passion, and curiosity. Today, education today is more about what we do to students than what students do. Adopting a humanistic approach to education is one way to find our way back. HUMANISTIC EDUCATION Humanistic education is a reaction to a system of education that is seen as de-humanizing and a set of conditions for learning that some consider inhumane. In many schools students are often asked to be passive learners or required to learn in ways that are not natural for them. They are forced to learn things that are abstract or have no connection to their real world experiences. They are manipulated by external rewards, competition and the fear of failure. Only the cognitive dimension of their humanity is acknowledged. And, only traditional ways of knowing and being in the world are seen to be of worth. Humanistic education provides an alternative to the traditional factory model of education that treats students as products on a 13-year conveyer belt. In these educational factories high standards are synonymous with standardization as all students are force fed the same curriculum. The same facts and skills are attached to all students at pre-determined places as they march silently along in lock step likes cars moving down an assembly line.
    [Show full text]
  • Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
    DOCUMENT RESUME ED 466 453 SP 040 867 AUTHOR Martin, Robin Ann TITLE Alternatives in Education: An Exploration of Learner-Centered, Progressive, and Holistic Education. PUB DATE 2002-04-05 NOTE 33p.; Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). AVAILABLE FROM For full text: http://www.PathsofLearning.net/archives/aera2002.htm. PUB TYPE Reports Descriptive (141) Speeches/Meeting Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Elementary Secondary Education; Folk Schools; Free Schools; *Holistic Approach; Home Schooling; Montessori Method; *Nontraditional Education; Open Education; *Progressive Education; School Choice IDENTIFIERS Krishnamurti (Jiddu); *Learner Centered Instruction; Quakers; Waldorf Schools ABSTRACT Based on a database of over 500 resources, this paper explores the educational alternatives that exist today between the cracks of mainstream education and culture. It presents information about the growing numbers of schools and education centers that call themselves learner-centered, progressive, and/or holistic. Sources of data for this summary report also include over 3 years of informal interviews with and observations of people at alternative schools. The paper begins by examining terminology issues, discussing qualities for distinguishing educational alternatives, and describing eight types of schools (democratic and free schools, folk education, Quaker schools, homeschooling/unschooling/deschooling, Krishnamurti schools, Montessori
    [Show full text]
  • SKOLE: the Journal of Alternative Education, 1997
    DOCUMENT RESUME ED 424 040 RC 021 367 AUTHOR Leue, Mary, Ed. TITLE SKOLE: The Journal of Alternative Education,1997. ISSN ISSN-1056-9197 PUB DATE 1997-00-00 NOTE 565p.; Photographs will not reproduceadequately. For volume 13, see RC 021 116. Published quarterly. AVAILABLE FROM Down-to-Earth Books, 72 Philip St., Albany,NY 12202. PUB TYPE Collected Works - Serials (022) JOURNAL CIT SKOLE: The Journal of Alternative Education;v14 n1-4 1997 EDRS PRICE MF02/PC26 Plus Postage. DESCRIPTORS Attention Deficit Disorders; CommunitySchools; Conflict Resolution; Educational History; *EducationalPhilosophy; *Educational Strategies; Elementary SecondaryEducation; Experiential Learning; Free Schools;Holistic Approach; Home Schooling; Imagination; Lifelong Learning;*Nontraditional Education; Open Education; PublicSchools; Small Schools ABSTRACT The four issues of the journal SKOLE publishedin 1997 contain articles, personal narratives, and interviewsabout small alternative schools, home schooling, educational history, thedeficiencies of publi'c education, and educational philosophy and innovations.Major articles include: "The Creatures They Are: Children BecomingTheir Nature" (about imagination)(Richard Lewis); "Eyeless in Gaza" (aboutliteracy)(John Taylor Gatto); "Notes on My Trip to Waabno Gamaak: HelpingTo Change a School from an Authoritarian to Democratic Process" (Jerry Mintz);"I Went to Seven Different Elementary Schools" (Arthur Gladstone);"Hanging On at the Edge of the World: Teaching Writing to Urban Special NeedsYouth" (Barbara Geis); "Breaking
    [Show full text]
  • The Heart and Soul of Language Teaching: Making Inter-Connections Between Holistic and Second Language Education in the Post- Secondary Context
    THE HEART AND SOUL OF LANGUAGE TEACHING: MAKING INTER-CONNECTIONS BETWEEN HOLISTIC AND SECOND LANGUAGE EDUCATION IN THE POST- SECONDARY CONTEXT by Merlin Charles A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education University of Toronto © Copyright by Merlin Charles 2012 THE HEART AND SOUL OF LANGUAGE TEACHING: MAKING INTER- CONNECTIONS BETWEEN HOLISTIC AND SECOND LANGUAGE EDUCATION IN THE POST-SECONDARY CONTEXT Doctor of Philosophy, 2012 Merlin Charles Graduate Department of Curriculum, Teaching and Learning University of Toronto Abstract While much research has been conducted on the cognitive and methodological aspects of language pedagogy, there has been little research on the other essential aspects of teaching and learning, such as teacher presence. The aim of this doctoral research study was to discover, describe and document the various ways in which holistic education is operationalized in the Canadian post-secondary language teaching-learning context. Using French as a second language (FSL) instruction as a concrete example, the study was further aimed at developing a comprehensive understanding of what teachers do to facilitate holistic engagement in learning a second, foreign or additional language in the post-secondary classroom and beyond. Particular attention was paid to the various holistic interconnections and relationships involved in language teaching and the ways in which these helped to foster a spirit of inclusiveness, balance and connectedness in the language teaching-learning environment. This qualitative research inquiry utilized a blend of narrative and case study methodologies, and included a variety of data sources such as face-to-face (individual and focus group) interviews, classroom observations, and surveys.
    [Show full text]
  • The Achieve Reading Curriculum: a Case Study of Holistic Reading Education for Middle School Special Education Students
    DOCUMENT RESUME ED 459 444 CS 014 583 AUTHOR Sargent, John A. TITLE The Achieve Reading Curriculum: A Case Study of Holistic Reading Education for Middle School Special Education Students. PUB DATE 2001-05-00 NOTE 60p. PUB TYPE Reports Research (143) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Case Studies; Curriculum Evaluation; Grade 7; *Holistic Approach; Instructional Effectiveness; Learning Disabilities; Middle Schools; *Reading Achievement; *Reading Instruction; *Reading Programs; Reading Research; *Special Education; *Student Needs IDENTIFIERS Alternative Conceptions; Louisiana ABSTRACT The researcher/author developed, out of necessity as a teacher, an alternative method to teach reading to a classroom containing students with learning disabilities. A study sought to determine whether the "Achieve" reading curriculum is an effective instructional methodology for increasing the reading achievement of seventh-grade students with learning disabilities. If the curriculum is effective, a new way of viewing reading instruction for students with learning disabilities will result. With this new paradigm, the student with learning disabilities will be provided an opportunity to succeed in reading. The specific research question was whether the "Achieve" reading curriculum will increase the reading achievement in a selected seventh-grade special education classroom (n.10) in a Louisiana middle school. Concept/theory based sampling was used. The classroom was observed and interviews were conducted, and qualitative content analysis was conducted to determine if certain patterns or themes were recurring in the data. Data analysis yielded six recurring patterns/themes. Findings suggest that this curriculum increased the reading achievement of middle school students with learning disabilities in one Louisiana classroom. The six themes show why such a conclusion can be reached.
    [Show full text]