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LawtonJudyErskine1997 sd.pdf (8.01 MB)

ETD Abstract Container

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Reconceptualizing a Horizontal Career Line: A Study of Seven Experienced Urban English Teachers Approaching Career End

Lawton, Judy Erskine
http://rave.ohiolink.edu/etdc/view?acc_num=osu1394730077

Abstract Details

1997, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
This primarily interpretivist-constructivist study contains special features for researchers: three indexes--by subject with cross-references, poem title, and name; a detailed road map of project design/methodology; a meta-review of literature on conducting literature reviews; recommendations for training qualitative researchers; and reflexive accounts in the continuing "Researcher's Story," which include writing issues and ethical concerns. The study--grounded in life-span, adult development, and teacher career stage theories, and in emerging views on wisdom and the value of seeking it--explores how seven urban English teachers experienced the last years of their teaching careers. Sociocultural stories about the teaching profession were gathered via semi-structured interviews, journals, symbolic representations, and self interviews. Based on Richardson's work, individual stories combine to form a collective story, providing a shared consciousness and possibility of societal transformation. Teachers also met collaboratively to reconceptualize elements of horizontal career design found to be problematic: later years resemble beginning years; strengths of an experienced teaching cadre are underutilized; career end is impersonal and anticlimactical. Multiple methods of interpretation were used: transactional reading and response, foregrounding intertextuality--based on Rosenblatt's theories; computer-assisted theme/motif identification; writing as inquiry; intercalary introductions; experimental writing modes, including poetry; and a four-level symbolic analysis. A cross-data analysis identified themes for discussion: age-related health/energy concerns; devaluation of education and experience; career wind-down/exit practices; and teacher perspectives of value to colleagues and their board of education. A synthesis of beliefs and principles provides a foundation for future reconceptualization efforts; it contains guidelines, roadblocks, and push-the-limit concepts. The study thus provides a construction and reconstruction of teacher realities as teachers approach retirement. Transformational speculations in scenario form show alternative possibilities to present educational practices and public structures, including: faculty awareness ambassadors; teacher-researchers; a council of experience; preretirement preparation programs; new rituals; and a teacher retreat and contemplation center. Fifteen detailed recommendations include a differentiated job design for teachers modeled on a spiral rather than on a horizontal line. Because of the evocative nature of the study, the researcher invites those interested in the research to have a personal transaction with the text.
Maia Pank Mertz (Advisor)
Pamela Highlen (Committee Member)
Kenneth Howey (Committee Member)
Nancy Zimpher (Committee Member)
373 p.
Education; Teacher Education

Recommended Citations

Citations

  • Lawton, J. E. (1997). Reconceptualizing a Horizontal Career Line: A Study of Seven Experienced Urban English Teachers Approaching Career End [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394730077

    APA Style (7th edition)

  • Lawton, Judy. Reconceptualizing a Horizontal Career Line: A Study of Seven Experienced Urban English Teachers Approaching Career End. 1997. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1394730077.

    MLA Style (8th edition)

  • Lawton, Judy. "Reconceptualizing a Horizontal Career Line: A Study of Seven Experienced Urban English Teachers Approaching Career End." Doctoral dissertation, Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394730077

    Chicago Manual of Style (17th edition)

osu1394730077
172
© 1997, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.
Release 3.2.12