Abstract
dc:description.abstractThe purpose of this study was to explore teaching for meaningfulness in a school setting. I feel that a better understanding of teaching for meaningfulness can support the practice of teachers who desire to teach for meaningfulness. I elected to do a case study using qualitative methods while focusing for five months on a teacher's literacy program. Through this look at the everyday life of one public school teacher and her class a picture of an exemplary example of teaching for meaningfulness could be painted. Interviews, fieldnotes, journals, observations, various site artifacts, and a brief teacher autobiography comprised the primary data collection sources. Informants included a third grade teacher, eighteen third grade students, and a school language arts coordinator.
Degree
thesis:*- Name thesis:degree_name
- Ph. D.
- Level thesis:degree_level
- doctoral
- Discipline thesis:degree_discipline
- Curriculum and Instruction
- Department dc:contributor.department
- Curriculum and Instruction
- Grantor dc:publisher
- Virginia Tech
- Year dc:date.issued
- 1996
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Earp, Mary Lisa
- Chair dc:contributor.committeechair
-
- Niles, Jerome A.
- Committee members dc:contributor.committeemember
-
- Graham, Joyce L.
- Kelly, Patricia Proudfoot
- Wildman, Terry M.
- Magliaro, Susan G.
Subjects
dc:subject × 5Rights
dc:rights- Statement dc:rights
-
- In Copyright
- Licence dc:rights.uri
- Language dc:language.iso
- en
Identifiers
dc:identifier.*- Dc Identifier Other
- etd-08232007-112613
- OAI identifier oai:identifier
- oai:vtechworks.lib.vt.edu:10919/39209