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dc.contributor.authorHembree, Dennis
dc.date.accessioned2014-03-04T18:59:13Z
dc.date.available2014-03-04T18:59:13Z
dc.date.issued2010-12
dc.identifier.otherhembree_dennis_201012_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/hembree_dennis_201012_phd
dc.identifier.urihttp://hdl.handle.net/10724/26911
dc.description.abstractThis postmodern study used Scheurich’s (1997) theories of archaeological research to examine deprivatization of practice among secondary mathematics teachers. Deprivatization is a characteristic of professional learning communities as defined by Louis and Kruse (1995). Three teachers at a single school each hosted a student teacher for one semester. These teachers met regularly with me and the student teachers to discuss mathematics and the teaching and learning of mathematics. During these discussions, the three teachers necessarily deprivatized their classroom practices of teaching mathematics. Results suggest that these teachers shared practices around ideas related to the purpose of schooling and around classroom management, but did not necessarily use these situations of deprivatization as structures to improve their own practice. This study also attempted to define research methods and data analysis in theories of archaeological research.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectDeprivatization
dc.subjectCommunity
dc.subjectProfessional Learning Community
dc.subjectCollegiality
dc.subjectPostmodern
dc.subjectArchaeology
dc.subjectMathematics Education
dc.titleTeacher talk
dc.title.alternativedeprivatization of practice among secondary mathematics teachers
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentMathematics and Science Education
dc.description.majorMathematics Education
dc.description.advisorPatricia S Wilson
dc.description.committeePatricia S Wilson
dc.description.committeeElizabeth St. Pierre
dc.description.committeeJeremy Kilpatrick


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