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How can I improve my practice as a superintendent of schools and create my own living educational theory
| Content Provider | Semantic Scholar |
|---|---|
| Author | Delong, Jacqueline |
| Copyright Year | 2002 |
| Abstract | 'How can I Improve my practice as a superintendent of schools and create my own living educational theory?' One of the basic tenets of my philosophy is that the development of a culture for improving learning rests upon supporting the knowledge-creating capacity in each individual in the system. Thus, I start with my own. This thesis sets out a claim to know my own learning in my educational inquiry, 'How can I improve my practice as a superintendent of schools?' Out of this philosophy emerges my belief that the professional development of each teacher rests in their own knowledge-creating capacities as they examine their own practice in helping their students to improve their learning. In creating my own educational theory and supporting teachers in creating theirs, we engage with and use insights from the theories of others in the process of improving student learning. The originality of the contribution of this thesis to the academic and professional knowledge-base of education is in the systematic way I transform my embodied educational values into educational standards of practice and judgement in the creation of my living educational theory. In the thesis I demonstrate how these values and standards can be used critically both to test the validity of my knowledge-claims and to be a powerful motivator in my living educational inquiry. The values and standards are defined in terms of valuing the other in my professional practice, building a culture of inquiry, reflection and scholarship and creating knowledge. A ck n o w led g em en ts The love of my parents and their passion for education has helped me to sustain my inquiries. My daughter, Shannon, my son, Dean, and my brothers, Edward and Stephen, have contributed to my sense of well-being. My friends have sustained me through days of pleasure and days of despair. Thank you. The people who have contributed so much to my sustained commitment to this educational inquiry are acknowledged in my publications. I feel sure you know how much I have valued your company and help in moving on my inquiries. Ron Wideman, Jean McNiff and Linda Grant and my validation groups who encouraged me. Thank you. As I complete this phase of my professional practice I am fortunate to work with wonderful colleagues in the Grand Erie District School Board. I am thinking of Peter Moffatt, my sustained support in work and research, and the Senior Administration Team, the Action Research leaders Cheryl Black, Heather Knill-Griesser, Diane Morgan, James Ellsworth, Dave Abbey, Christine Stewart, Karen McDonald, Peter and Paula Rasokas. Thank you. To the Masters Cohort (except those mentioned above), Brenda Christie, Marilyn Davis, Marion Dowds, Trudy Gath, Marion Kline, Mike McDonald, Bob Ogilvie, Phillip Sallewsky, Janie Senko, Lindsay Stewart, Geoff Suderman-Gladwell, Julie White and Susan Drake and Michael Manley-Casimir who helped make a dream, a reality, thank you. The living theory approach to educational action research allowed me to explore the dynamic quality of being an educational leader researching to improve her practice and Jack Whitehead believed I had knowledge to contribute. When I started, I couldn’t use the internet: he taught me that. I couldn’t conduct research: he taught me that. I couldn’t use even “cut and paste” or use a video camera: he taught me that. I did not believe that my practical knowledge was ‘real’ knowledge and that I had something important to contribute to the academy: he taught me to believe. I needed a research method that was aligned with my philosophy and values and a supervisor who would stimulate my thinking and care about my work. I found one. Thank you, Jack. T a b l e o f C o n t e n t s Cover, Abstract, Acknowledgements, Table of |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://purehost.bath.ac.uk/ws/portalfiles/portal/188160277/Jacqueline_D_Delong_thesis.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
