Persistent Link:
http://hdl.handle.net/10150/185959
Title:
A PREPARATION PROGRAM FOR ALTERNATIVE SCHOOL TEACHERS.
Author:
Chandler, Pearlie Mae Price
Issue Date:
1983
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This investigation was designed to aid in the development of a teacher preparation program for alternative teachers. A "Theory of Intersubjective Personal Relationships" was established and utilized throughout the study. The theoretical framework was formulated from a series of concepts derived from the literature of social psychology to guide in collecting and reporting the data, as well as constructing a teacher preparation program for alternative schools. The framework consisted of four key words: (1) choicing, (2) awareness, (3) acceptance, and (4) sharing. The focus of the investigation was concerned with the intersubjective relationships as related to alternative students and their teacher. The case study approach grounded in ethnography and existentialism, was employed in gathering and reporting the data. It permitted the investigator to observe, interact, and record the multiple phenomenon. The investigation focused on the "in school lives" of five alternative students and their teacher. Each of the five students in her/his personal school relationship became the subject of a case study. The investigator, as participant observer, was the instructor of each of the five students. The teacher maintained records of the various interactions with the students. Moreover, she had available documents such as diaries, term papers, journals, and other student-produced artifacts. The case studies were presented using the theory of intersubjective personal relationships. The presentation of each case was organized using the four terms of the theory. Each case was presented to demonstrate at least one of the theoretical behavioral concepts. The resulting data were recorded and analyzed according to the four behavioral concepts. A proposal for a teacher preparation program for alternative teachers was developed from the case studies. The program featured the following provisions: (1) alternative high school student consultants, (2) the study and discussion of the theory, (3) the opportunity to operationalize the theory, (4) the opportunity to develop and understand "support networks," (5) the opportunity to meet, consult, and work with community representatives, (6) the opportunity to maintain diaries and develop other records of experiences, and (7) the opportunity for daily meetings to interact and operationalize the "Theory of Intersubjective Personal Relationships."
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Non-formal education -- United States.; Teachers -- Training of -- United States.; Teacher-student relationships -- United States.
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Secondary Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Barnes, William D.
Committee Chair:
Barnes, William D.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleA PREPARATION PROGRAM FOR ALTERNATIVE SCHOOL TEACHERS.en_US
dc.creatorChandler, Pearlie Mae Priceen_US
dc.contributor.authorChandler, Pearlie Mae Priceen_US
dc.date.issued1983en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis investigation was designed to aid in the development of a teacher preparation program for alternative teachers. A "Theory of Intersubjective Personal Relationships" was established and utilized throughout the study. The theoretical framework was formulated from a series of concepts derived from the literature of social psychology to guide in collecting and reporting the data, as well as constructing a teacher preparation program for alternative schools. The framework consisted of four key words: (1) choicing, (2) awareness, (3) acceptance, and (4) sharing. The focus of the investigation was concerned with the intersubjective relationships as related to alternative students and their teacher. The case study approach grounded in ethnography and existentialism, was employed in gathering and reporting the data. It permitted the investigator to observe, interact, and record the multiple phenomenon. The investigation focused on the "in school lives" of five alternative students and their teacher. Each of the five students in her/his personal school relationship became the subject of a case study. The investigator, as participant observer, was the instructor of each of the five students. The teacher maintained records of the various interactions with the students. Moreover, she had available documents such as diaries, term papers, journals, and other student-produced artifacts. The case studies were presented using the theory of intersubjective personal relationships. The presentation of each case was organized using the four terms of the theory. Each case was presented to demonstrate at least one of the theoretical behavioral concepts. The resulting data were recorded and analyzed according to the four behavioral concepts. A proposal for a teacher preparation program for alternative teachers was developed from the case studies. The program featured the following provisions: (1) alternative high school student consultants, (2) the study and discussion of the theory, (3) the opportunity to operationalize the theory, (4) the opportunity to develop and understand "support networks," (5) the opportunity to meet, consult, and work with community representatives, (6) the opportunity to maintain diaries and develop other records of experiences, and (7) the opportunity for daily meetings to interact and operationalize the "Theory of Intersubjective Personal Relationships."en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectNon-formal education -- United States.en_US
dc.subjectTeachers -- Training of -- United States.en_US
dc.subjectTeacher-student relationships -- United States.en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSecondary Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBarnes, William D.en_US
dc.contributor.chairBarnes, William D.en_US
dc.contributor.committeememberAllen, Paul M.en_US
dc.contributor.committeememberClark, Donald C.en_US
dc.contributor.committeememberGavlak, Emil S.en_US
dc.contributor.committeememberLeigh, Howard W.en_US
dc.identifier.proquest8315276en_US
dc.identifier.oclc688497283en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.