The purpose of this study was to understand the lives of American Public School teachers and the impact the phenomenon of standardization has had on their professional lives. How does the standardization of American schools impact professional educators, and what this means to the students in their classrooms?
This hermeneutical phenomenological study researches the lives of eleven educators as they are asked to reflect and bring meaning to their journey as teachers in an era of standardization. They are asked to reflect on their work as teachers before the standards movement, on their memories of their professional lives during the standards phenomenon, and finally the meaning they currently make of their profession.
The phenomenon of standardization is explained through a historical perspective as the study reveals the competing ideologies of the social efficiency movement and the progressive education movement over time. Voices of those who taught during the progressive education movement are revealed through literature and connected to the voices of the eleven teachers of this study. Although eighty years apart, the voices sound the same; the professionals teaching in American classrooms continue to struggle to hold strong to their creativity, flexibility and autonomy. They learn to "manage" standardization as they insist on protecting their pedagogy of teaching. They desire to educate all students to be successful citizens. The study reveals that the voices of the teachers have been silenced by forces from outside their profession, but they continue to focus on their number one priority: The students in the classroom.
|Commitee:||Gilles, Helen, Reinke, Clark|
|School Location:||United States -- Wisconsin|
|Source:||DAI-A 74/01(E), Dissertation Abstracts International|
|Subjects:||Pedagogy, Education Policy, Curriculum development|
|Keywords:||Curriculum, Standardization, Standards, Teachers, Teaching, Voice|
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