The impact of institutional controls on teaching as phronesis in social studies: a comparative case study of Alabama secondary teachers

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dc.contributorAtkinson, Becky M.
dc.contributorChilders, Sara M.
dc.contributorDantzler, John A.
dc.contributorTomlinson, Stephen
dc.contributor.advisorKuntz, Aaron M.
dc.contributor.authorPickup, Austin
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T17:08:44Z
dc.date.available2017-03-01T17:08:44Z
dc.date.issued2014
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis study investigates the impact of institutional job requirements upon particular practices and understandings of teaching among select secondary social studies teachers in Alabama. Through in-depth qualitative data analysis, findings from participant interviews, classroom observations, and documents were compared to assess how these requirements affected participants' abilities to engage in teaching as phronesis. This philosophical concept is translated as "practical wisdom" and is distinguished from episteme, meaning scientific knowledge, and techne, meaning skill. It is argued that phronesis, with its practical consideration of human values, corresponds to the nature of the social studies content area. However, this study illustrates that institutional job requirements controlled participant teaching practices so that socially valuable aspects of education, in line with phronesis, were limited to ensure production toward institutional objectives. This study also examines how this relationship differed between urban and rural learning environments and between novice and expert teachers. Finally, this study evaluates the case findings in the context of social studies education and broader issues of contemporary educational policy.en_US
dc.format.extent306 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001584
dc.identifier.otherPickup_alatus_0004D_12031
dc.identifier.urihttps://ir.ua.edu/handle/123456789/2039
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectSocial sciences education
dc.subjectEducation policy
dc.subjectSocial research
dc.titleThe impact of institutional controls on teaching as phronesis in social studies: a comparative case study of Alabama secondary teachersen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.disciplineEducational Research
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.

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