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dc.contributor.authorHancharyk, Steffannie
dc.date.accessioned2014-08-07T14:27:51Z
dc.date.available2014-08-07T14:27:51Z
dc.date.issued2014-08-07
dc.identifier.urihttp://hdl.handle.net/10464/5560
dc.description.abstractElementary teachers are expected to prepare students to work efficiently with others, solve complex problems and self-regulate their own learning. Considering the importance of a solid educational foundation in the early years, students would benefit if elementary teachers engaged in scholarly teaching. The purpose of this study was to investigate Boyer’s (1990) four dimensions of scholarship, application, integration, teaching and discovery, to better understand if there is scholarly teaching in elementary education. Four professional teaching documents were analyzed using a hermeneutic orientation. A deductive analysis suggests that we do have scholarly teaching in elementary education, with strong evidence that elementary teachers are scholars of application and integration. An inductive analysis of latent and manifest content suggests that underlying humanistic values run deeply through elementary education driving current curricular, instructional and pedagogical practices.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectHigher Learningen_US
dc.subjectElementary Educationen_US
dc.subjectBoyer, E.en_US
dc.subjectScholarly Teachingen_US
dc.subjectTeaching Excellenceen_US
dc.titleThe Search for Scholarly Teaching in Elementary Educationen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Applied Health Sciencesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentApplied Health Sciences Programen_US
dc.degree.disciplineFaculty of Applied Health Sciencesen_US
dc.embargo.termsNoneen_US


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