IF NOTHING CHANGES, NOTHING CHANGES: An ethnomethodological study that examines the processes of enduring change. The study reveals the displays of position of education change-agents about galvanizing a discourse of evidence-receptive English literacy praxis to counteract claims of moral failure.

Mr Anthony John King Watt (2009). IF NOTHING CHANGES, NOTHING CHANGES: An ethnomethodological study that examines the processes of enduring change. The study reveals the displays of position of education change-agents about galvanizing a discourse of evidence-receptive English literacy praxis to counteract claims of moral failure. Professional Doctorate, School of Education, The University of Queensland.

       
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Author Mr Anthony John King Watt
Thesis Title IF NOTHING CHANGES, NOTHING CHANGES: An ethnomethodological study that examines the processes of enduring change. The study reveals the displays of position of education change-agents about galvanizing a discourse of evidence-receptive English literacy praxis to counteract claims of moral failure.
School, Centre or Institute School of Education
Institution The University of Queensland
Publication date 2009-03-19
Thesis type Professional Doctorate
Supervisor Associate Professor Nan Bahr
Dr Jayne Keogh
Professor Peter Freebody
Total pages 323
Total colour pages 52
Total black and white pages 271
Abstract/Summary English literacy teaching is contested terrain both internationally and in Australia. Most Western nations are currently working to improve standards of literacy because of empirical research into two foundational components of English literacy namely, reading and writing. Functional competence to read and to write in English results from competent teaching activity. This thesis investigates what changes to teaching displays of positions, knowledge, and action - or praxis - are required to overcome these aspects of illiteracy. To research this problem, the writer designed a theoretical model in the form of a cycle. The cycle demonstrates the enactment of beliefs and knowledge as displays of position. The most accessible form of that action is talk in conversation. Talk becomes the study. The words chosen for conversation become the data for analysis. The theory underpinning the cycle further proposes that words selected in talk carry discourses. The term chosen by the writer to describe this action, whereby talk brings dormant discourses to life, is galvanization. Of prime interest to the research were discourses of English literacy teaching. Seven selected senior educators, who act as curriculum change agents at the level of senior principal, academic or system leader, were each engaged in semi-structured interviews. Membership Categorization Analysis of the transcripts showed that the interviewees displayed positions that English literacy teachers were professionally oriented yet ambiguously led, child-centred and collaborative. Revealed in the data also was their displays of position that English literacy teachers are formed in a test-averse culture and left often to carry the blame for policy failure. A consistently accomplished category was deficient teacher. It relates significantly to a test-averse category. An additional accomplishment was the category evidence-receptive teacher. A second analytic pass of the data used Critical Discourse Analysis to reveal accomplished discourses of evidence. The analysis revealed that the galvanization of child-centred discourses repels discourses of evidence. This finding confirms the claim in the reviewed literature that English literacy praxis is contested terrain. Reconceptualized professional development strategies that generate changed praxis are proposed. The writer used the cycle to identify the most productive site to stage recommended auto-ethnographic studies by teachers in a coached and mentored environment. The cycle demonstrates just how preferred models of professional development should succeed. A well-resourced action research approach around a re-engineered discourse of classroom-generated evidence concludes the recommendations. Herein lies the remedy to allegations of failure of the moral obligations of English literacy teachers. Indicated is policy change that incorporates this research in new initiatives in teacher formation and continuous professional learning. The policy advocates the central positioning of a galvanized discourse of teacher designed evidence. The research has unfolded a carefully detailed model that will assist future professional development initiatives. The model draws attention to the crucial role of displays of positions for the process of galvanizing discourses. Because of this research, change agents might now avoid taking for granted crucial adult learning processes in the construction of new meaning driven or thwarted by displays of positions. The theorized cycle offers clear guidance to leaders during the planning and execution stages of continuous professional learning.
Keyword ethnomethodological study
Discourse
English literacy
moral failure
professional development
Additional Notes All pages have colour but if a choice has to be made the following pages have significant colour use: 1-2, 105, 107, 111, 113, 114, 119, 121, 130-132, 149, 153, 156, 161-163, 175, 177, 179, 180, 182, 185-186, 188, 190-192, 194, 197-198, 200-201, 203, 205, 207, 209, 212, 213, 219, 222, 223, 226, 268-275 Page 121 should be printed in landscape orientation

 
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Created: Thu, 14 May 2009, 15:27:36 EST by Michelle Weston on behalf of School of Education