[{"key":"dc.contributor.author","value":"Mitchell, Jeffrey Lorne","language":null},{"key":"dc.date.accessioned","value":"2009-06-09T15:51:03Z","language":null},{"key":"dc.date.available","value":"2009-06-09T15:51:03Z","language":null},{"key":"dc.date.issued","value":"1995","language":null},{"key":"dc.identifier.uri","value":"http:\/\/hdl.handle.net\/2429\/8866","language":null},{"key":"dc.description.abstract","value":"Ideas from philosophy, developmental psychology, cognitive\r\npsychology, and teacher education are molded into a description of\r\nexceptional teaching. Especially important for establishing a model of\r\nexceptional teaching is Habermas's (1970) theory of knowledge-constitutive\r\ninterests. Specifically, Habermas's three knowledgeconstitutive\r\ninterests (technical, practical, and emancipatory) are\r\nexpected to define wisdom in teaching. By adopting technical, practical,\r\nand emancipatory knowledge as the basis for a model of exceptional\r\nteaching this study will extend some current descriptions of exceptional\r\nteaching (i.e., Berliner, 1986) that define exceptional teaching as\r\nexpertise. Evidence for this conclusion stems from the results of a\r\nprincipal components analysis on respondents' ratings of descriptors of\r\n\"wise\" teaching, as compared to the results from a principal components\r\nanalysis on respondents' ratings of descriptors of \"expert\" teaching.\r\nWise teaching seems to involve all three of Habermas's ways of knowing,\r\nwhereas, \"expert\" teaching involves practical and especially technical\r\nways of knowing. Therefore, the difference between \"wise\" and \"expert\"\r\nteaching seems to be in what Habermas has called emancipatory knowing. A\r\nsecond set of findings supports the above findings by showing that\r\nteachers hypothesized to be closer to the prototype of a wise teacher\r\n(department heads) utilize their \"wisdom\" in response to two general\r\nquestions about education; whereas, a sample of teachers who were not\r\ndepartment heads and a sample of student teachers do not utilize these\r\nthree ways of knowing to the same extent. The difference between the\r\nthree samples of teachers was primarily in the use of emancipatory\r\nknowledge by the department heads. In a third set of findings a teacher\r\nhypothesized to be \"wise\" was observed to determine whether or not\r\nHabermas's three ways of knowing were evident in her teaching practice.\r\nThis was found to be the case. The general conclusion from the present\r\nstudy is that a comprehensive description of exceptional teaching seems\r\nto be possible based upon people's everyday conceptions of what it means\r\nto be a \"wise\" teacher. Thus, an empirical model is provided for future\r\nresearch on exceptional teaching. This empirical model seems to best fit\r\ninto a developmental framework based on constructivism because the\r\nessence of constructivist descriptions of exceptional teachers (e.g.,\r\nArlin, 1993; Lee, 1993; Prawat 1992) correspond closely with the present\r\ndescription of exceptional teachers.","language":"en"},{"key":"dc.format.extent","value":"8860499 bytes","language":null},{"key":"dc.format.mimetype","value":"application\/pdf","language":null},{"key":"dc.language.iso","value":"eng","language":"en"},{"key":"dc.publisher","value":"University of British Columbia","language":null},{"key":"dc.rights","value":"For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https:\/\/open.library.ubc.ca\/terms_of_use.","language":null},{"key":"dc.title","value":"An empirical model of exceptional teaching","language":"en"},{"key":"dc.type","value":"Text","language":null},{"key":"dc.degree.name","value":"Doctor of Philosophy - PhD","language":"en"},{"key":"dc.degree.discipline","value":"Special Education","language":"en"},{"key":"dc.degree.grantor","value":"University of British Columbia","language":null},{"key":"dc.date.graduation","value":"1995-05","language":"en"},{"key":"dc.type.text","value":"Thesis\/Dissertation","language":"en"},{"key":"dc.description.affiliation","value":"Education, Faculty of","language":null},{"key":"dc.description.affiliation","value":"Educational and Counselling Psychology, and Special Education (ECPS), Department of","language":null},{"key":"dc.degree.campus","value":"UBCV","language":"en"},{"key":"dc.description.scholarlevel","value":"Graduate","language":"en"}]