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Trusted to Teach : = An Ethnographic Account of 'Artisanal Teachers' in a Progressive High School.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Trusted to Teach :/
Reminder of title:	An Ethnographic Account of 'Artisanal Teachers' in a Progressive High School.
Author:	Gambone, Mollie Anne.
Description:	1 online resource (224 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355042085

Trusted to Teach : = An Ethnographic Account of 'Artisanal Teachers' in a Progressive High School.
Gambone, Mollie Anne.

Trusted to Teach :An Ethnographic Account of 'Artisanal Teachers' in a Progressive High School. - 1 online resource (224 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

In a progressive learning environment, teachers know each student well and have the professional latitude to design curricula that encourage students to grow as individual learners and as members of a community. In the current educational climate of common curricula, standardized testing, and school ranking, most schools cannot afford to provide teachers that latitude. This ethnographic study draws from literature on progressive pedagogy, comprehensive school reform, and workplace learning to understand how one small, independent, progressive, urban high school is structured to encourage teachers and administrators to collaborate with one another, foster personal relationships with students, and strive for equity in education by cultivating a student body that reflects the diversity of the city in which it is located. To conduct this yearlong study at the Castanea School, I employed ethnography as a methodological framework to explore: 1) how the teachers and administrators understand and practice progressive schooling; 2) how the school's structural supports guide teachers and administrators to enact their progressive pedagogy; and 3) how educators negotiate collaborative partnerships to sustain their commitment to the 10 Common Principles of the Coalition of Essential Schools, a national comprehensive school reform movement that Castanea joined in 1988. The findings of the study uncover the complex nature of collaborative partnerships between teachers and administrators as they design academically rigorous curricula that: 1) align with progressive pedagogy; 2) meet the students' diverse needs; and 3) prepare students to understand and advocate for their own learning needs. These findings highlight that teachers at Castanea feel trusted to teach. Furthermore, they identify as "artisanal teachers," which they define as someone who: 1) has ownership of their teaching, curriculum, thinking; 2) mobilizes progressive pedagogy for authenticity in teaching and learning; 3) meets students' needs; 4) cultivates trust and positive intent; and 5) infuses learning with critical and analytical thinking.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355042085Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Trusted to Teach : = An Ethnographic Account of 'Artisanal Teachers' in a Progressive High School.
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520 $a In a progressive learning environment, teachers know each student well and have the professional latitude to design curricula that encourage students to grow as individual learners and as members of a community. In the current educational climate of common curricula, standardized testing, and school ranking, most schools cannot afford to provide teachers that latitude. This ethnographic study draws from literature on progressive pedagogy, comprehensive school reform, and workplace learning to understand how one small, independent, progressive, urban high school is structured to encourage teachers and administrators to collaborate with one another, foster personal relationships with students, and strive for equity in education by cultivating a student body that reflects the diversity of the city in which it is located. To conduct this yearlong study at the Castanea School, I employed ethnography as a methodological framework to explore: 1) how the teachers and administrators understand and practice progressive schooling; 2) how the school's structural supports guide teachers and administrators to enact their progressive pedagogy; and 3) how educators negotiate collaborative partnerships to sustain their commitment to the 10 Common Principles of the Coalition of Essential Schools, a national comprehensive school reform movement that Castanea joined in 1988. The findings of the study uncover the complex nature of collaborative partnerships between teachers and administrators as they design academically rigorous curricula that: 1) align with progressive pedagogy; 2) meet the students' diverse needs; and 3) prepare students to understand and advocate for their own learning needs. These findings highlight that teachers at Castanea feel trusted to teach. Furthermore, they identify as "artisanal teachers," which they define as someone who: 1) has ownership of their teaching, curriculum, thinking; 2) mobilizes progressive pedagogy for authenticity in teaching and learning; 3) meets students' needs; 4) cultivates trust and positive intent; and 5) infuses learning with critical and analytical thinking.
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