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dc.contributor.authorHicks, Barbara Elizabeth Pallas
dc.date.accessioned2014-03-04T16:21:08Z
dc.date.available2014-03-04T16:21:08Z
dc.date.issued2008-12
dc.identifier.otherhicks_barbara_e_200812_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/hicks_barbara_e_200812_phd
dc.identifier.urihttp://hdl.handle.net/10724/25198
dc.description.abstractThe goal of this study is to unpack elementary school teachers’ conceptualization of community or community building in school, and to examine the teachers’ “folk psychology and folk pedagogy” (Bruner, 1996) reflected in their discourse on community or community building in school. This case study is framed by cultural psychology. Because community is such a complex notion, it can best be understood by evaluating the context in which this term is used and shared. Toward a better understanding of the cultural meanings of constructs, such as community and community building, discourse analysis was used to analyze participant interviews in one local school context. The primary data comprised of four elementary school teachers’ discourse from three individual interviews and from a focus group interview. Findings suggested that there are situated meanings and cultural models of teaching at play in this local context. Some of the teachers’ folk pedagogies enhance their ability to build community in schools while others inhibit their ability to create a sense of community with students and families.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectcommunity, community building, teachers' discourse, folk pedagogy
dc.titleUnpacking the meaning of community
dc.title.alternativeexploring constructs of community building through elementary teachers' discourse
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentElementary and Social Studies Education
dc.description.majorElementary Education
dc.description.advisorKyunghwa Lee
dc.description.committeeKyunghwa Lee
dc.description.committeeCheryl Fields-Smith
dc.description.committeeMartha Allexsaht-Snider


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