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      Journey toward knowing : a narrative inquiry into one teacher's experience with at-risk students

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      Date
      2008
      Author
      McKay, Patricia A.
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      The purpose of this inquiry was to retell and represent the life that I have lived as I explore how I adapted my professional practice for students in an alternative program. This naturalistic inquiry is positioned as a self narrative. Retrospection and reflection enabled me to bring together my construction of self and my journey of teaching as I attempted to explain how I know what I know about working with at risk students and alternative programming. The collection of data comes from my personal experience; thus I am observer, participant, and narrator. Threaded throughout this thesis are interwoven stories which create the fabric of my teaching experience. Each narrative represents justification of teacher knowledge and a refocusing of the lens through which I viewed at risk students and their marginalized position in our education system. As teachers we must first establish a relationship with our students and develop an empathetic understanding of the circumstances of the life experiences each one brings to the classroom. By understanding their past, we can make the school experience a positive influence in their lives and hopefully smooth out their way to a successful future.
      Degree
      Master of Education (M.Ed.)
      Department
      Curriculum Studies
      Program
      Curriculum Studies
      Supervisor
      Wason-Ellam, Linda
      Copyright Date
      2008
      URI
      http://hdl.handle.net/10388/etd-04282008-220006
      Subject
      At-risk students
      Alternative programs
      Narrative inquiry
      Constsructed knowing
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      • Graduate Theses and Dissertations
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