This dissertation uses autobiographical narrative inquiry as a source of knowledge-generating reflection to examine how the educational needs of military children might be met through the use of holistic educational practices rather than a (well-intentioned) traditional, standardized curriculum. Data were gathered through observation; personal experience as a military child, military member, mother of military children and teacher of military children; journal entries and vicarious experiences shared by students, parents, educators and other invested in this population of learners. Experiences were compiled into fictional composites to protect the identity of all parties as well as national security. These composites were then represented graphically in a series of cartoons, a .teacher handbook. and a faux journal article all buttressed by current research. Issues examined include teacher/student roles in the learning process, meaning-making and education as transformation.
","abstract_html":"<p>This dissertation uses autobiographical narrative inquiry as a source of knowledge-generating reflection to examine how the educational needs of military children might be met through the use of holistic educational practices rather than a (well-intentioned) traditional, standardized curriculum. Data were gathered through observation; personal experience as a military child, military member, mother of military children and teacher of military children; journal entries and vicarious experiences shared by students, parents, educators and other invested in this population of learners. Experiences were compiled into fictional composites to protect the identity of all parties as well as national security. These composites were then represented graphically in a series of cartoons, a .teacher handbook. and a faux journal article all buttressed by current research. Issues examined include teacher/student roles in the learning process, meaning-making and education as transformation.</p>","abstract_has_math":false,"creators":["Allison, Edith"],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["Dan Rea","Wendy Chambers","Richard Flynn"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-01T08:00:00Z","date_published":"2009-01-01T08:00:00Z","updated_at":"2026-07-24T02:27:41Z","subjects":["ETD","military children","military families","DODEA","student mobility","deployment","war","holistic education","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Administration and Supervision","Philosophy","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/937","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dan Rea","Wendy Chambers","Richard Flynn"]},{"key":"dc:creator","label":"Author","values":["Allison, Edith"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-08-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","military children","military families","DODEA","student mobility","deployment","war","holistic education","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Administration and Supervision","Philosophy","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/937"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation uses autobiographical narrative inquiry as a source of knowledge-generating reflection to examine how the educational needs of military children might be met through the use of holistic educational practices rather than a (well-intentioned) traditional, standardized curriculum. Data were gathered through observation; personal experience as a military child, military member, mother of military children and teacher of military children; journal entries and vicarious experiences shared by students, parents, educators and other invested in this population of learners. Experiences were compiled into fictional composites to protect the identity of all parties as well as national security. These composites were then represented graphically in a series of cartoons, a .teacher handbook. and a faux journal article all buttressed by current research. Issues examined include teacher/student roles in the learning process, meaning-making and education as transformation.
"]},{"key":"dc:title","label":"Title","values":["Military Children and Holistic Education: A Narrative Reflection on Classroom Practice"]}]}],"canonical_facts":{"dc:contributor":["Dan Rea","Wendy Chambers","Richard Flynn"],"dc:creator":["Allison, Edith"],"dc:date.available":["2014-08-20T07:00:00Z"],"dc:description.abstract":["This dissertation uses autobiographical narrative inquiry as a source of knowledge-generating reflection to examine how the educational needs of military children might be met through the use of holistic educational practices rather than a (well-intentioned) traditional, standardized curriculum. Data were gathered through observation; personal experience as a military child, military member, mother of military children and teacher of military children; journal entries and vicarious experiences shared by students, parents, educators and other invested in this population of learners. Experiences were compiled into fictional composites to protect the identity of all parties as well as national security. These composites were then represented graphically in a series of cartoons, a .teacher handbook. and a faux journal article all buttressed by current research. Issues examined include teacher/student roles in the learning process, meaning-making and education as transformation.
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