Halverson-Dissertation-copy
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Halverson-Dissertation-copy
NORTHWESTERN UNIVERSITYRepresenting Phronesis: Supporting Instructional Leadership Practice in SchoolsA DISSERTATIONSUBMITTED TO THE GRADUATE SCHOOL I Halverson-Dissertation-copyIN PARTIAL FULFILLMENT OF THE REQUIREMENTSFor the degiee ofDOCTOR OF PHILOSOPHYField of Education and Social Policy - Seaming SciencesBy Richard R. HalversonEVANSTON. ILLINOIS37408AbstractSharing the practical wisdom of successful instructional leadership should be a key component of learning to be Halverson-Dissertation-copya school leader, lhe Aristotelian concept of phronesis provides a powerful organizing idea for understanding how we can access, document and communicaHalverson-Dissertation-copy
te rhe wisdom of school leadership practice.This dissertation explores how phrenesis can serve as guide for communicating rhe successtill practices ofNORTHWESTERN UNIVERSITYRepresenting Phronesis: Supporting Instructional Leadership Practice in SchoolsA DISSERTATIONSUBMITTED TO THE GRADUATE SCHOOL I Halverson-Dissertation-copyssed through narratives of practice that relay how strategies, goals, constraints, affordances and resources unfold U1 the enactment of leadership work. Illis dissertation argues that locally designed artifacts provide touchstones for researchers to access and communicate the wisdom of leadership pr Halverson-Dissertation-copyactice, rhe research described here focuses OU the case of Adams School, a Chicago Public elementary school whose sustained record of improved studentHalverson-Dissertation-copy
achievement has been attributed, both within and outside the school, to outstanding leadership practice Over the course of tluee years, a research teNORTHWESTERN UNIVERSITYRepresenting Phronesis: Supporting Instructional Leadership Practice in SchoolsA DISSERTATIONSUBMITTED TO THE GRADUATE SCHOOL I Halverson-Dissertation-copyhese data were organized into artifactbased narratives of practice, lhe data analysis section describes three narratives of practice organized around locally-designed artifacts:•a professional development program (Breakfast Chib);•a formative assessment program (Five-Week Assessment);•and a school-i Halverson-Dissertation-copymprovement planning process (SĨP).One of rhe narratives. Breakfast Club, was used as the basis for constructing a multimedia narrative of practice, rhHalverson-Dissertation-copy
e Breakfast Club case is then user-tested w ith Adams leaders and w ith interested practitioners horn a variety of school settings to determine the fiNORTHWESTERN UNIVERSITYRepresenting Phronesis: Supporting Instructional Leadership Practice in SchoolsA DISSERTATIONSUBMITTED TO THE GRADUATE SCHOOL I Halverson-Dissertation-copy development of principled research methods to make complex practices accessible to interested practitioners Hopefully, this research will point towaid fruitful ways for researchers to attend to the particulars of practice as their primary work, instead of as obstacles that must be overcome on the w Halverson-Dissertation-copyay to epistemic generalizations about practice. The phronesis IS. after all. in the particulars.iiDedicationPractical wisdom, the central topic of thiHalverson-Dissertation-copy
s dissertation, has influenced my philosophical interests for as long as I remember. As I began to study philosophy as an undergraduate at Marquette UNORTHWESTERN UNIVERSITYRepresenting Phronesis: Supporting Instructional Leadership Practice in SchoolsA DISSERTATIONSUBMITTED TO THE GRADUATE SCHOOL I Halverson-Dissertation-copyhinking well, but also of living well. In my graduate studies ill philosophy. I tinned from contemporary thinkers to reexamine the works of Plato and Aristotle. My guide and mentor in my graduate work. Reginald Allen, showed US the difference between the study of philosophy and of antiquity by bring Halverson-Dissertation-copying out what William James would call the "live options” implicit 111 the ethics and metaphysics of the Cheeks. Reg's low-key elicitation of the dramaHalverson-Dissertation-copy
inherent in the Platonic dialogues, the live options not well-addressed by the modern and post-modern metaphysical presuppositions, led me to understNORTHWESTERN UNIVERSITYRepresenting Phronesis: Supporting Instructional Leadership Practice in SchoolsA DISSERTATIONSUBMITTED TO THE GRADUATE SCHOOL I Halverson-Dissertation-copy Kathy Woytych at Seton Academy in South Holland Illinois, where I learned to teach and had the extraordinary opportunity to work with educators and leaders of the heart. In particular. I would like to thank Roberta Felker for taking a chance on a philosophy student with no teaching experience to te Halverson-Dissertation-copyach in her school, for her encouragement to put my ideals to the test, and for her example of how a real leader lives and leads.I remain very gratefilHalverson-Dissertation-copy
l for the opportunity to return to gi adnate school in mid-career. The Learning Sciences program at Northwestern University provided the ideal blend oNORTHWESTERN UNIVERSITYRepresenting Phronesis: Supporting Instructional Leadership Practice in SchoolsA DISSERTATIONSUBMITTED TO THE GRADUATE SCHOOL I Halverson-Dissertation-copyr. I wish to acknowledge tliree of my professors at Northwestern. Louis Gomez proved an advisor in the tine sense, providing opportiuiities and constraints that111challenged me to elaborate our ideas through practical application. I will always consider our give-and-take about course planning, resea Halverson-Dissertation-copyrch design and educational philosophy as the gold standard for an advisor relationship. James Spillane offered the opportunity to develop a research pHalverson-Dissertation-copy
rogram together, from the ground up. and provided me my first chance to publish and present my work Allan Collins encouraged me to pursue my instinctsNORTHWESTERN UNIVERSITYRepresenting Phronesis: Supporting Instructional Leadership Practice in SchoolsA DISSERTATIONSUBMITTED TO THE GRADUATE SCHOOL I Halverson-Dissertation-copy of my graduate career. I am particularly grateful to the Spencer Foundation for supporting my graduate career through Research Training Chants and tlirougli a Dissertation Year Fellowship that allowed me the time and space to complete my writing.I would also like to acknowledge several of my fl len Halverson-Dissertation-copyds and colleagues. Matt Brown. Joyce Ma. Lisa Bouillion. Franci Steiimiuller and Beth van Es came into the Learning Sciences program with me and I amHalverson-Dissertation-copy
gratefill for their support and their friendship Greg Slnadei s work as a mentor and trail-blazer in developing the Living Curriculum project helped mNORTHWESTERN UNIVERSITYRepresenting Phronesis: Supporting Instructional Leadership Practice in SchoolsA DISSERTATIONSUBMITTED TO THE GRADUATE SCHOOL I Halverson-Dissertation-copy“racquetball” game. Baylen Linnekin’s work on the user testing process helped make sense of how we can test verisimilitude. I would like to thank John Diamond. Jennifer Zoltners. Lauren Banks. Elisa Mandell. Michelle Green and Robb Lindgren for their work in helping to think tluough and engage in th Halverson-Dissertation-copye field work discussed here Barbara Watkins. Mary Rogers. Tom Ziencina. Geralynn Wilson. Rhonda Allen. Ben Southworth. LouEllen Film and Melovee WilliHalverson-Dissertation-copy
amson helped me to understand the challenges and rewards of teaching in Chicago Public Schools. Steve Sewall and Dick Baran helped to keep me sane andNORTHWESTERN UNIVERSITYRepresenting Phronesis: Supporting Instructional Leadership Practice in SchoolsA DISSERTATIONSUBMITTED TO THE GRADUATE SCHOOL I Halverson-Dissertation-copyIt possible for US to takeIVNORTHWESTERN UNIVERSITYRepresenting Phronesis: Supporting Instructional Leadership Practice in SchoolsA DISSERTATIONSUBMITTED TO THE GRADUATE SCHOOL IGọi ngay
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