Por
Geisha rebolledo
Introduccin
Jack Whitehead
La Propuesta de Living Theory
Porqu LT
1967.Importancia de desarrollar conocimiento desde el
punto de vista del docente.Necesidad de un conocimiento
Investigacin
Educacional
Education research is research carried out from
Transformacin
Epistemolgica
I claim that this epistemological transformation will
Evolucin de la
Metodologa
La Metodologa de LT
I.
Developing an understanding of a living theory
methodology
A methodology is not only a collection of the methods used in
the research. It is distinguished by a philosophical understanding
of the principles that organize the how of the enquiry. A living
theory methodology explains how the enquiry was carried out in
the generation of a living theory. For example, my awareness of
the importance of improving practice is grounded in my passion
to see values of freedom, justice, compassion, respect for
persons, love and democracy lived as fully as possible. Hence, in
my living theory methodology, you should expect to see the
meanings of these values emerge in the course of my practice.
Because the expression of energy in the meanings of these
values cannot be communicated using only words on pages of
text, I will use video-data in a visual narrative to help with the
public communication of these meanings.
La Metodologa de LT
II.
La Metodologa de LT
III.
In doing this I take account of responses from a process of social
La metodologa de LT
IV
by the work of Alfred Schutz in his Phenomenology of the Social World: Following
the logic of our own terminology, we prefer to take as our starting point, not social
action or social behavior, but intentional conscious experiences directed toward
the other self. However, we include here only these intentional experiences which
are related to the other as other, that is, as a conscious living being. We are
leaving out of account intentional Acts directed only to the other persons body as
a physical object rather than as a field of expression for his subjective
experiences. Conscious experiences intentionally related to another self which
emerge in the form of spontaneous activity we shall speak of as social behavior. If
such experiences have the character of being previously projected, we shall speak
of them as social action. (Schutz, 1967, p. 144) What I take from this is that a
social action can be distinguished from social behaviour by the What I take from
this is that a social action can be distinguished from social behaviour by the
spontaneous activity in behaviour and the previous projection in an action.
In using the idea of social formations in such phrases as the educational
influences in the learning of social formations I want to distinguish educational
influences in one's own learning and in the learning of others from the educational
influences in the learning of a social formation such as a university. Because of
cultural and historical influences in the social contexts in which we live and learn I
want to acknowledge the importance of having an educational influence in the
learning of such social formations. I know that the nature of meaning is complex,
but I think we can work with the idea of educational influences .
Mtodo de L T
i) Using action reflection cycles as a method
My understanding of action reflection cycles emerged from my
La Pregunta de mi
Investigacin
what we do. For me, a good question for improving practice is,
How do I improve what I am doing? I found myself asking this
question in the first lesson I taught in 1967. During this lesson I
found myself feeling that I was not helping the pupils to
improve their learning as well as I could. The question flowed
with a life-affirming energy to do better. It flowed with the
values and understandings of scientific enquiry and knowledge
I brought into my work as a teacher of science. Some 41 years
after asking this question and asking, researching and
answering it continuously in my research programme, I am still
finding it a good question. It is at the heart of my focus on
seeing what I can do to understand better how to enable the
responses of educators to their pupils and students to be
included in explanations of educational influence in learning. I
am thinking of an educational influence that supports
individuals to create their own living educational theories of
their lives and learning as they seek to
Ciclos de Reflexin y la
mejora de la prctica
Using action reflection cycles in improving practice
From the ground of a good question such as, How do I improve
Ejemplos de tsis
Graham Van Tuyl's Ph.D. (2009) Thesis, From Engineer To Co-Creative Catalyst: An Inclusional And Transformational Journey. Graduating from the University of Bath, Summer 2010.
Chris Jones' MA (2009) Dissertation, How do I improve my practice as an inclusion officer working in a children's service. Graduated from Bath Spa University on the 17th July 2009
Karen Riding's Ph.D. (2008) Thesis, How do I come to understand my shared living educational standards of judgement in the life I lead with others? Creating the space for intergenerational student-led research Graduated 1 July 2009, University of Bath.
Simon Riding's Ph.D. (2008) Thesis, How do I contribute to the education of myself and others through improving the quality of living educational space? The story of living myself through others as a practitioner-researcher. Graduated 1 July 2009, University of Bath.
Jocelyn Jones' Ph.D. (2008) Thesis, Thinking with stories of suffering: towards a living theory of response-ability. Graduated 9th December 2008, University of Bath.
Joan Walton's Ph.D. (2008) Thesis, Ways of Knowing: Can I find a way of knowing that satisfies my search for meaning? Graduated 9th December 2008, University of Bath.
Jane Spiro's Ph.D. (2008) Thesis, How I have arrived at a notion of knowledge transformation, through understanding the story of myself as creative writer, creative educator, creative manager, and educational researcher. Graduated 25 June 2008, University of Bath.
JeKan Adler Collins' Ph.D. (2007) Thesis, Developing an inclusional pedagogy of the unique: How do I clarify, live and explain my educational influences in my learning as I pedagogise my healing nurse curriculum in a Japanese University? Graduated 25 June 2008, University of Bath.
Eden Charles' Ph.D. (2007) Thesis, How Can I bring Ubuntu As A Living Standard Of Judgment Into The Academy? Moving Beyond Decolonisation Through Societal Reidentification And Guiltless Recognition. Graduated from the University of Bath, 28 June 2007
Swaroop Rawal's Ph.D. (2006) Thesis, The role of drama in enhancing life skills in children with specific learning difficulties in a Mumbai school: My reflective account. Graduated from Coventry University in Collaboration with the University of Worcester.
Barry Hymer's D.Ed.Psy. submission (2007) How do I understand and communicate my values and beliefs in my work as an educator in the field of giftedness? Graduated from the University of Newcastle, 13 July 2007
Eleanor Lohr's Ph.D. (2006) Love at Work: What is my lived experience of love, and how may I become an instrument of love's purpose? Graduated July 2006.
Bernie Sullivan's Ph.D. (2006) A living theory of a practice of social justice: Realising the right of Traveller Children to educational equality. Graduated September 2006 from Limerick University. Supervisor, Jean McNiff.
Margaret Farren's Ph.D. (2005) How can I create a pedagogy of the unique through a web of betweenness? Graduated July 2006.
Marian Naidoo's Ph.D. (2005)I am because we are (A never ending story). The emergence of a living theory of inclusional and responsive practice. Marian graduated in July 2005
Madeline Church's Ph.D. (2004) Creating an uncompromised place to belong: Why do I find myself in networks? Madeline graduated in July 2005
Mary Hartog's Ph.D. (2004) A Self Study Of A Higher Education Tutor: How Can I Improve My Practice? Mary graduated in July 2004.
Jackie Delong's Ph.D. (2002) How Can I Improve My Practice As A Superintendent of Schools and Create My Own Living Educational Theory?
Ram Punia's Ed.D. thesis (2004)My CV is My Curriculum: The Making of an International Educator with Spiritual Values
Robyn Pound's Ph.D. (2003) How can I improve my health visiting support of parenting? The creation of an alongside epistemology through action enquiry
Kevin Eames' Ph.D. (1995) How do I, as a teacher and educational action-researcher, describe and explain the nature of my professional knowledge?
Vol. 1 of Jack Whitehead's Ph.D. (1999) How do I improve my practice? Creating a discipline of education through educational enquiry.
Ben Cunningham's Ph.D. (1999) How do I come to know my spirituality as I create my own living educational theory?
Moyra Evans' Ph.D. (1995) An action research enquiry into reflection in action as part of my role as a deputy headteacher.
Moira Laidlaw's Ph.D. (1996) How can I create my own living educational theory as I offer you an account of my educational development?
Jacqui Hughes Ch.2.Ph.D. (1996) Action planning and assessment in guidance contexts: how can I understand and support these processes while working with colleagues in further education colleges and career service provision in Avon?
Madeleine Mohammed's M.Phil. Madeleine's M.Phil. was examined in December 2001, Brunel University
Erica Holley's M.Phil. (1997) How do I as a teacher-researcher contribute to the development of a living educational theory through an exploration of my values in my professional practice?
James Finnegan's Ph.D. (2000) How do I create my own educational theory in my educative relations as an action researcher and as a teacher?
JeKan Adler-Collins' M.A. Dissertation, 'A Scholarship of Enquiry'. JeKan graduated in July 2000, University of Bath.
Peggy (Kok) Leong's M.Ed. Dissertation, Action Research: The Art of an Educational Inquirer Peggy graduated in 1991, University of Bath.
Terry Austin's Ph.D. Thesis. 'Treasures in the Snow: What do I know and how do I know it through my educational inquiry into my practice of community?' Terri graduated with James Finnegan in July 2001
Geoff Mead's Ph.D. (2001) Unlatching the Gate: Realising my Scholarship of Living Inquiry.
Jacqui Scholes-Rhodes' Ph.D. (2002)- From the Inside Out: Learning to presence my aesthetic and spiritual being through the emergent form of a creative art of inquiry.
Mike Bosher's Ph.D. (2001) How can I as an educator and Professional Development Manager working with teachers, support and enhance the learning and achievement of pupils in a whole school improvement process?
Paul Robert's Ph.D. (2003)- Emerging Selves in Practice: How do I and others create my practice and how does my practice shape me and influence others?
Elica Yaffe's Ed.D. Thesis (2003)- The Reflective Beginner: Promoting Professional Development Of Newly Qualified Teachers
Hilary Shobbrook's M.A. Dissertation, My Living Educational Theory Grounded In My Life: How can I enable my communication through correspondence to be seen as educational and worthy of presentation in its original form? Hilary graduated in December 1997, University of Bath.
Karen Tesson's Ph.D. (2006) Dynamic Networks. An interdisciplinary study of network organization in biological and human social systems. (Karen graduated from the University of Bath in July 2006. Karen's thesis is included here not because Karen created her living theory, but because of the significance of her ideas on flow-form networks for the generation of living theories)
James Edgerton's (2007) MSc Thesis, Catching a Glimpse of Inspiration: how my research journey is making a different for my management practice. Royal Agricultural College. Graduated 2007. Supervisor, Yaakub-Paulus Murray.
Mairin Glenn's Ph.D. (2006) Working with collaborative projects: my living theory of a holistic educational practice. Limerick University. Supervised by Prof. Jean McNiff
Cynthia Cozette Lee's Ed.D. thesis (2009) D.O.O.R.S. of change: capacity building to differentiated instruction. Ed.D. in Educational Leadership, Rowan University, USA.
Erica Holley's M.Phil. (1997) How do I as a teacher-researcher contribute to the development of a living educational theory th
rough an exploration of my values in my professional practice?
Andy Larter's M.Phil. Andy graduated in June 1988, University of Bath.
James Finnegan's Ph.D. (2000) How do I create my own educational theory in my educative relations as an action researcher and as a teacher?
JeKan Adler-Collins' M.A. Dissertation, 'A Scholarship of Enquiry'. JeKan graduated in July 2000, University of Bath.
Peggy (Kok) Leong's M.Ed. Dissertation, Action Research: The Art of an Educational Inquirer Peggy graduated in 1991, University of Bath.
John Loftus' Ph.D. Thesis. Examined 10 Dec. 1999, Kingston University.
Terry Austin's Ph.D. Thesis. 'Treasures in the Snow: What do I know and how do I know it through my educational inquiry into my practice of
community?' Terri graduated with James Finnegan in July 2001
Geoff Mead's Ph.D. (2001) Unlatching the Gate: Realising my Scholarship of Living Inquiry.
Jacqui Scholes-Rhodes' Ph.D. (2002)- From the Inside Out: Learning to presence my aesthetic and spiritual being through the emergent form of
a creative art of inquiry.
Mike Bosher's Ph.D. (2001) How can I as an educator and Professional Development Manager working with teachers, support and enhance the
learning and achievement of pupils in a whole school improvement process?
Paul Robert's Ph.D. (2003)- Emerging Selves in Practice: How do I and others create my practice and how does my practice shape me and influ
ence others?
Elica Yaffe's Ed.D. Thesis (2003)- The Reflective Beginner: Promoting Professional Development Of Newly Qualified Teachers
Hilary Shobbrook's M.A. Dissertation, My Living Educational Theory Grounded In My Life: How can I enable my communication through correspon
dence to be seen as educational and worthy of presentation in its original form? Hilary graduated in December 1997, University of Bath.
Karen Tesson's Ph.D. (2006) Dynamic Networks. An interdisciplinary study of network organization in biological and human social systems. (Kare
n graduated from the University of Bath in July 2006. Karen's thesis is included here not because Karen created her living theory, but because
of the significance of her ideas on flow-form networks for the generation of living theories)
James Edgerton's (2007) MSc Thesis, Catching a Glimpse of Inspiration: how my research journey is making a different for my management prac
tice. Royal Agricultural College. Graduated 2007. Supervisor, Yaakub-Paulus Murray.
Mairin Glenn's Ph.D. (2006) Working with collaborative projects: my living theory of a holistic educational practice. Limerick University. Superv
GRACIAS
Graham Van Tuyl's Ph.D. (2009) Thesis, From Engineer To Co-Creative Catalyst: An Inclusional And Transformational Journey. Graduating from the University of Bath, Summer 2010.
Chris Jones' MA (2009) Dissertation, How do I improve my practice as an inclusion officer working in a children's service. Graduated from Bath Spa University on the 17th July 2009
Karen Riding's Ph.D. (2008) Thesis, How do I come to understand my shared living educational standards of judgement in the life I lead with others? Creating the space for intergenerational student-led research Graduated 1 July 2009, University of Bath.
Simon Riding's Ph.D. (2008) Thesis, How do I contribute to the education of myself and others through improving the quality of living educational space? The story of living myself through others as a practitioner-researcher. Graduated 1 July 2009, University of Bath.
Jocelyn Jones' Ph.D. (2008) Thesis, Thinking with stories of suffering: towards a living theory of response-ability. Graduated 9th December 2008, University of Bath.
Joan Walton's Ph.D. (2008) Thesis, Ways of Knowing: Can I find a way of knowing that satisfies my search for meaning? Graduated 9th December 2008, University of Bath.
Jane Spiro's Ph.D. (2008) Thesis, How I have arrived at a notion of knowledge transformation, through understanding the story of myself as creative writer, creative educator, creative manager, and educational researcher. Graduated 25 June 2008, University of Bath.
JeKan Adler Collins' Ph.D. (2007) Thesis, Developing an inclusional pedagogy of the unique: How do I clarify, live and explain my educational influences in my learning as I pedagogise my healing nurse curriculum in a Japanese University? Graduated 25 June 2008, University of Bath.
Eden Charles' Ph.D. (2007) Thesis, How Can I bring Ubuntu As A Living Standard Of Judgment Into The Academy? Moving Beyond Decolonisation Through Societal Reidentification And Guiltless Recognition. Graduated from the University of Bath, 28 June 2007
Swaroop Rawal's Ph.D. (2006) Thesis, The role of drama in enhancing life skills in children with specific learning difficulties in a Mumbai school: My reflective account. Graduated from Coventry University in Collaboration with the University of Worcester.
Barry Hymer's D.Ed.Psy. submission (2007) How do I understand and communicate my values and beliefs in my work as an educator in the field of giftedness? Graduated from the University of Newcastle, 13 July 2007
Eleanor Lohr's Ph.D. (2006) Love at Work: What is my lived experience of love, and how may I become an instrument of love's purpose? Graduated July 2006.
Bernie Sullivan's Ph.D. (2006) A living theory of a practice of social justice: Realising the right of Traveller Children to educational equality. Graduated September 2006 from Limerick University. Supervisor, Jean McNiff.
Margaret Farren's Ph.D. (2005) How can I create a pedagogy of the unique through a web of betweenness? Graduated July 2006.
Marian Naidoo's Ph.D. (2005)I am because we are (A never ending story). The emergence of a living theory of inclusional and responsive practice. Marian graduated in July 2005
Madeline Church's Ph.D. (2004) Creating an uncompromised place to belong: Why do I find myself in networks? Madeline graduated in July 2005
Mary Hartog's Ph.D. (2004) A Self Study Of A Higher Education Tutor: How Can I Improve My Practice? Mary graduated in July 2004.
Jackie Delong's Ph.D. (2002) How Can I Improve My Practice As A Superintendent of Schools and Create My Own Living Educational Theory?
Ram Punia's Ed.D. thesis (2004)My CV is My Curriculum: The Making of an International Educator with Spiritual Values
Robyn Pound's Ph.D. (2003) How can I improve my health visiting support of parenting? The creation of an alongside epistemology through action enquiry
Pat D'Arcy's Ph.D. (1998) The Whole Story...
Kevin Eames' Ph.D. (1995) How do I, as a teacher and educational action-researcher, describe and explain the nature of my professional knowledge?
Vol. 1 of Jack Whitehead's Ph.D. (1999) How do I improve my practice? Creating a discipline of education through educational enquiry.
Ben Cunningham's Ph.D. (1999) How do I come to know my spirituality as I create my own living educational theory?
Moyra Evans' Ph.D. (1995) An action research enquiry into reflection in action as part of my role as a deputy headteacher.
Moira Laidlaw's Ph.D. (1996) How can I create my own living educational theory as I offer you an account of my educational development?
Jacqui Hughes Ch.2.Ph.D. (1996) Action planning and assessment in guidance contexts: how can I understand and support these processes while working with colleagues in further education colleges and career service provision in Avon?
Madeleine Mohammed's M.Phil. Madeleine's M.Phil. was examined in December 2001, Brunel University
Erica Holley's M.Phil. (1997) How do I as a teacher-researcher contribute to the development of a living educational theory through an exploration of my values in my professional practice?
Andy Larter's M.Phil. Andy graduated in June 1988, University of Bath.
James Finnegan's Ph.D. (2000) How do I create my own educational theory in my educative relations as an action researcher and as a teacher?
JeKan Adler-Collins' M.A. Dissertation, 'A Scholarship of Enquiry'. JeKan graduated in July 2000, University of Bath.
Peggy (Kok) Leong's M.Ed. Dissertation, Action Research: The Art of an Educational Inquirer Peggy graduated in 1991, University of Bath.
John Loftus' Ph.D. Thesis. Examined 10 Dec. 1999, Kingston University.
Terry Austin's Ph.D. Thesis. 'Treasures in the Snow: What do I know and how do I know it through my educational inquiry into my practice of community?' Terri graduated with James Finnegan in July 2001
Geoff Mead's Ph.D. (2001) Unlatching the Gate: Realising my Scholarship of Living Inquiry.
Jacqui Scholes-Rhodes' Ph.D. (2002)- From the Inside Out: Learning to presence my aesthetic and spiritual being through the emergent form of a creative art of inquiry.
Mike Bosher's Ph.D. (2001) How can I as an educator and Professional Development Manager working with teachers, support and enhance the learning and achievement of pupils in a whole school improvement process?
Paul Robert's Ph.D. (2003)- Emerging Selves in Practice: How do I and others create my practice and how does my practice shape me and influence others?
Elica Yaffe's Ed.D. Thesis (2003)- The Reflective Beginner: Promoting Professional Development Of Newly Qualified Teachers
Hilary Shobbrook's M.A. Dissertation, My Living Educational Theory Grounded In My Life: How can I enable my communication through correspondence to be seen as educational and worthy of presentation in its original form? Hilary graduated in December 1997, University of Bath.
Karen Tesson's Ph.D. (2006) Dynamic Networks. An interdisciplinary study of network organization in biological and human social systems. (Karen graduated from the University of Bath in July 2006. Karen's thesis is included here not because Karen created her living theory, but because of the significance of her ideas on flow-form networks for the generation of living theories)
James Edgerton's (2007) MSc Thesis, Catching a Glimpse of Inspiration: how my research journey is making a different for my management practice. Royal Agricultural College. Graduated 2007. Supervisor, Yaakub-Paulus Murray.
Mairin Glenn's Ph.D. (2006) Working with collaborative projects: my living theory of a holistic educational practice. Limerick University. Supervised by Prof. Jean McNiff
Cynthia Cozette Lee's Ed.D. thesis (2009) D.O.O.R.S. of change: capacity building to differentiated instruction. Ed.D. in Educational Leadership, Rowan University, USA.
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