Composing primary written report cards: teacher processes and dilemmas
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: George, Pamela Jean
issued: 2009-01-19T21:42:07Z
issued: 1995
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: Report cards are of great significance, not only to students and parents, but also to the teachers who create them. To date, the process of report card writing has been little researched. The purpose of this study is to explore the issues and dilemmas that primary teachers encounter as they prepare narrative report cards, and in particular, "structured" written report cards, newly mandated in the province of British Columbia. As originally conceived, the intent of the study was to identify information that would prove "useful" to primary teachers and to those individuals charged with providing in-service to teachers in the area of primary report card writing. While these "practical" considerations guided my initial thinking, they were re-shaped early in the investigation to include my concern for capturing the essence of what has been revealed to be an "extraordinary" event in teachers' lives. In order to gain this deeper meaning of the significance of report card writing for teachers and to capture the process as lived by teachers, a decision was made to use phenomenology to guide the research. Six teachers in four different schools in an urban lower mainland community took part in the study. Three conversations took place with the teachers over a period of five months, and these, together with narrating and journal writing, provided a basis for the creation of the text. The study contributes insight into the understanding of the lived meaning of the experience of report card writing for teachers.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/3794
extent: 6453743 bytes
format: application/pdf
note: C O M P O S I N G P R I M A R Y W R I T T E N REPORT C A R D S : T E A C H E R PROCESSES A N D D I L E M M A S P A M E L A J E A N GEORGE B.Ed., The University of British Columbia, 1971 A THESIS S U B M I T T E D I N P A R T I A L F U L F I L L M E N T OF T H E R E Q U I R E M E N T FOR THE DEGREE OF M A S T E R OF A R T S i n THE F A C U L T Y OF G R A D U A T E STUDIES (Centre for the Study of Curriculum and Instruction) We accept this thesis as conforming to the required standard T H E UNIVERSITY OF BRITISH C O L U M B I A July, 1995 © Pamela Jean George , 1995 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of The University of British Columbia Cmti /H^jlho tj' 1 OD Vancouver, Canada Date CAsSsrA^JC DE-6 (2/88) ABSTRACT Composing Primary Written Report Cards: Teacher Processes and Dilemmas Report cards are of great significance, not only to students and parents, but also to the teachers who create them. To date, the process of report card writing has been little researched. The purpose of this study is to explore the issues and dilemmas that primary teachers encounter as they prepare narrative report cards, and in particular, "structured" written report cards, newly mandated in the province of British Columbia. As originally conceived, the intent of the study was to identify information that would prove "useful" to primary teachers and to those individuals charged with providing in-service to teachers in the area of primary report card writing. While these "practical" considerations guided my ini…
has type: Thesis/Dissertation
date issued: 1995-11
is shown at: 10.14288/1.0054891
language: eng
degree discipline: Curriculum Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: 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.
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/3794