Teachers' lens: Children of alcoholics and addicts in classrooms
Parker, Judith Stearns
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https://hdl.handle.net/2142/23089
Description
Title
Teachers' lens: Children of alcoholics and addicts in classrooms
Author(s)
Parker, Judith Stearns
Issue Date
1996
Doctoral Committee Chair(s)
Denzin, Norman K.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Education, Guidance and Counseling
Education, Curriculum and Instruction
Language
eng
Abstract
Teachers are confronted with the public issue of alcoholism/drug addiction through the children of alcoholics/addicts (COAAs) in their classrooms. This qualitative, multimethod study focuses on teachers' perceptions, experiences, and responses to children in their classrooms believed to be prenatally and/or environmentally affected by familial addiction in the naturally-occurring settings of their classrooms. In addition, teachers' needs relative to working with children affected by familial addiction is examined.
As a postmodern work, this project is framed by two contexts. First, it is situated within the context of the historical moment of addiction. Second, it is established within the contemporary sociological contexts of classrooms. Following the emic focus of this investigation, the sociological classroom contexts emerge from the participating teachers. Field notes portray familial, academic, behavioral, collaborative, and the school accreditation process as problematic issues contributing to classroom contextual configurations.
Teachers' openended questionnaire responses, combined with field notes, put teachers' perceptual and experiential themes regarding COAAs before the reader. In addition, themes of teachers' responses to COAAs are considered. Finally, teachers' needs form the basis of future direction with regard to inquiry, policy, and program implementation.
This dissertation is guided by a multi-theoretical interpretive approach. Perspectives informing this investigation include ethnography, hermeneutic, interpretive, symbolic interactionist, heuristic, and postmodernism.
A primary intention of this work is to add to the knowledge and understanding of teachers as they work with COAAs in the contextual framework of their classrooms. It is hoped that this project inspires action focused toward change with regard to teachers and COAAs in classrooms.
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