Persistent Link:
http://hdl.handle.net/10150/282353
Title:
Knowledge of children through the eyes and voice of one teacher
Author:
Christine, Carol Jean Maytag
Issue Date:
1997
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 case study investigates how one primary teacher of a multi-age classroom describes the knowledge she has of children and how they learn. The study presents the perspective that the research literature on teacher knowledge rarely includes knowledge of children. Recent investigations into teacher knowledge consider what the substance of teacher knowledge is; this study proposes that what teachers know about children must be included in future research. Researchers within the academic community have determined the direction of the research on teacher knowledge, but studies published in the 1990s suggest that teachers need to be more involved in these studies. Through my research, I learned that knowledge of children and how they learn structured one teacher's classroom. What she knew influenced her relationship with the children, and this knowledge also determined how she taught. Time and talk were the major factors which made this knowledge accessible. Attention to teachers' roles in generating descriptions of knowledge will provide a place for knowledge of children in teacher knowledge research literature, and it might also serve to bridge the gap between researchers and teachers.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Elementary.; Education, Teacher Training.; Education, Curriculum and Instruction.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Teaching and Teacher Education
Degree Grantor:
University of Arizona
Advisor:
Goodman, Yetta M.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleKnowledge of children through the eyes and voice of one teacheren_US
dc.creatorChristine, Carol Jean Maytagen_US
dc.contributor.authorChristine, Carol Jean Maytagen_US
dc.date.issued1997en_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 case study investigates how one primary teacher of a multi-age classroom describes the knowledge she has of children and how they learn. The study presents the perspective that the research literature on teacher knowledge rarely includes knowledge of children. Recent investigations into teacher knowledge consider what the substance of teacher knowledge is; this study proposes that what teachers know about children must be included in future research. Researchers within the academic community have determined the direction of the research on teacher knowledge, but studies published in the 1990s suggest that teachers need to be more involved in these studies. Through my research, I learned that knowledge of children and how they learn structured one teacher's classroom. What she knew influenced her relationship with the children, and this knowledge also determined how she taught. Time and talk were the major factors which made this knowledge accessible. Attention to teachers' roles in generating descriptions of knowledge will provide a place for knowledge of children in teacher knowledge research literature, and it might also serve to bridge the gap between researchers and teachers.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Elementary.en_US
dc.subjectEducation, Teacher Training.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGoodman, Yetta M.en_US
dc.identifier.proquest9729539en_US
dc.identifier.bibrecord.b34841349en_US
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