How Teachers Become Leaders in a Fellowship Program: A Normative Discourse Perspective

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dc.contributor.advisor Ruie Jane Pritchard, Committee Chair en_US Thompson, Ashlie Leah en_US 2010-04-02T19:22:31Z 2010-04-02T19:22:31Z 2005-12-06 en_US
dc.identifier.other etd-12022005-074013 en_US
dc.description.abstract Traditionally, teachers have been at the bottom of the hierarchy of power that exists in education, leading teachers to define themselves as 'just teachers' (Katzenmeyer and Moller, 2001) not leaders. The current movement to professionalize teaching recognizes the classroom teacher as an untapped leadership resource for improving student achievement. This research analyzes the impact of a Fellowship Program for Curriculum and Leadership Development on its participants using the lenses of normative discourse and the culture of power that exist in education. Specifically, this study explored the extent to which participants were taught to 'perform whiteness' (Warren, 2003) in order to gain power and a voice as teacher leaders. In order to examine the Fellows' experiences, narrative inquiry (Clandinin and Connelly, 2000; Mishler, 1986) was used to gather the stories of four Fellows. Both narrative analysis (Hatch, 2002; Lieblich, Tuval-Mashiach, and Zilber, 1998; Riessman, 1993) and poetic analysis (Gee, 1999) were employed to 'restory' the participants' stories (Clandinin and Connelly, 2000). Then, the Fellows' stories were analyzed to examine how their fellowship experiences affected their self-identification as teacher leaders and, furthermore, to explore the extent to which normative discourse and the culture of power shaped the Fellows' experiences. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject teacher leadership en_US
dc.subject professional development en_US
dc.subject normative discourse en_US
dc.subject culture of power en_US
dc.subject white privilege en_US
dc.subject narrative inquiry en_US
dc.title How Teachers Become Leaders in a Fellowship Program: A Normative Discourse Perspective en_US PhD en_US dissertation en_US Curriculum and Instruction en_US

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