Architects of meaning : an investigation of the ways special educators' understand learning and teaching

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dc.contributor.authorToleikis, Steven Neilen_US
dc.date.accessioned2024-08-15T20:09:34Z
dc.date.available2024-08-15T20:09:34Z
dc.date.copyright1991en_US
dc.date.issued1991
dc.degree.departmentDepartment of Psychological Foundations in Education
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractFounded on the hypotheses that understanding informs acting, that teachers play an active role in students' learning, that teachers construct understanding from their personal knowledge and experience, and that language both reflects and constructs this sense-making process, this study considered the content of teachers' understanding, and the ways in which that understanding was expressed and constructed. A little researched aspect of teachers' understanding was investigated: special educators' understanding of learning and teaching. The research findings demonstrated that aspects of special education teachers' understanding could be identified by examining the teachers' spoken and written thoughts and experiences about learning and teaching. The evidence indicated that understanding can be conceived of as having a contour, a framework and a foundation. Both framework and foundation were formed from the thematic groups and nested metaphors or images of each teacher. The configuration of this construction appeared to be determined by relationships between branch metaphors, core metaphors, themes, and the borders of each teacher's explicit or implicit awareness. Though some commonalities among the 11 teachers were demonstrated, there was evidence that each teacher constructed his or her understanding individually, rather than inheriting historical approaches to education such as the psychometric, developmental, behavioral, or information processing perspectives. The implications of these findings to practice and research were examined.
dc.format.extent200 pages
dc.identifier.urihttps://hdl.handle.net/1828/19922
dc.rightsAvailable to the World Wide Weben_US
dc.titleArchitects of meaning : an investigation of the ways special educators' understand learning and teachingen_US
dc.typeThesisen_US

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