Tweeting in the Agora: An Historical Documentary of Educational Structures and Discourse in

320 Pages·2016·2.5 MB·English

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Dissertations Theses and Dissertations
2014
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Jill Maraldo
Loyola University Chicago
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Maraldo, Jill, "Tweeting in the Agora: An Historical Documentary of Educational Structures and Discourse
in Ancient Greece and in Modern Social Media" (2014). Dissertations. 904.
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Copyright © 2014 Jill Maraldo
LOYOLA UNIVERSITY CHICAGO

TWEETING IN THE AGORA: AN HISTORICAL DOCUMENTARY OF
EDUCATIONAL STRUCTURES AND DISCOURSE IN ANCIENT GREECE AND IN
MODERN SOCIAL MEDIA

A DISSERTATION SUBMITTED TO
THE FACULTY OF THE GRADUATE SCHOOL OF EDUCATION
IN CANDIDACY FOR THE DEGREE OF
DOCTOR OF EDUCATION

PROGRAM IN ADMINISTRATION AND SUPERVISION

BY
JILL MARALDO
CHICAGO, ILLINOIS
MAY 2014
Copyright by Jill Maraldo, 2014
All rights reserved.
ACKNOWLEDGEMENTS
I would like to thank my dissertation committee of Dr. Janis Fine, my dissertation
director, Dr. Marla Israel, and Dr. Scott McLeod. Dr. Israel’s wit, wisdom and support
throughout the whole doctoral program were inspirational. Dr. McLeod’s leadership in
the field of social media and educational technology helped to guide and inspire this
work. Dr. Fine’s grace, wisdom and passion for educational leadership and ancient
history have been a guiding force throughout my entire doctoral program and certainly
throughout the process of researching and writing this dissertation. My deepest gratitude
goes to each of you.
I would also like to thank my wonderful parents and entire family for all of the
love and encouragement that you have shown me throughout my life. In loving memory
of my grandparents, who believed in the importance of education and always encouraged
us to strive to do our best and to reach for the stars. A special thank you goes to my
Grandma Stella, for always being such a pillar of strength and inspiration for us all. And
in loving memory of my dear uncle, Dr. Russell Brantman, who I know would have been
so proud of his niece for reaching this milestone.
Finally, I would like to thank my amazing husband, Dean and our three boys,
Daniel, Josh and Jack for their patience, their support, their encouragement and, most of
all, their love throughout this entire doctoral program. You each inspire me every day to
be the best wife and mother for you all. I know that the time spent working on this
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accomplishment has been hard for all of us, and I thank you for supporting me, giving me
cuddles and helping me succeed. I couldn’t have done it without you. I am so proud of
you and love you with all my heart!
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS ............................................................................................... iii
LIST OF FIGURES ......................................................................................................... viii
ABSTRACT ....................................................................................................................... ix

CHAPTER

I. INTRODUCTION .......................................................................................................... 1
Purpose of the Study ............................................................................................... 1
Proposed Research Questions ................................................................................. 3
Components of the Investigation ............................................................................ 4
Theoretical Framework ........................................................................................... 5
Personalized Learning ................................................................................. 5
Communities of Practice ............................................................................. 9
Professional Learning Communities ........................................................... 9
Significance of the Study to the Field of Educational Leadership ........................ 13
Proposed Methodology ......................................................................................... 15
Limitations and Delimitations of the Study .......................................................... 24
Proposed Chapters ................................................................................................ 25
Glossary of Terms ................................................................................................ 28

II. HISTORICAL OVERVIEW ........................................................................................ 32
Education in Ancient Times.................................................................................. 32
Education in Modern Times.................................................................................. 33
Professional Development and Learning Communities ....................................... 34
The Cost of Learning ............................................................................................ 35
Participation .......................................................................................................... 35
Motivation and Improving Education ................................................................... 36
The Shift................................................................................................................ 37
The Impact ............................................................................................................ 38
The Development of the PLN ............................................................................... 39
Development of Connected Educators .................................................................. 39
Twitter and Blogs .................................................................................................. 41
Modern Examples of Professional Learning ......................................................... 47
Final Overview...................................................................................................... 48

III. THE ANCIENTS ........................................................................................................ 51
Equity in Primary Participation ............................................................................ 51
To Whom is Thought and Information Disseminated Following
Primary Participation? .............................................................................. 68
Who Formally Leads? Who Informally Leads? ................................................... 71
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Who Formally and Informally Facilitates? ........................................................... 80
What was the Process for Dissemination, Transcription and Interpretation
of Knowledge and Information? .............................................................. 83
What was the Resultant Change and Spheres of Influence for the Individual? .... 91
What was the Resultant Change and Sphere of Influence for the
Organization? ............................................................................................ 98
What was the Public Opinion of the Discourse during Ancient Times? ............ 103
What were the Obstacles and Enhancers to the Evolution of Public
Acceptance and Validation of the Systems of Structures of
Education and Discourse? ....................................................................... 105
What was the Power of Grassroots Creation of Systems and Structures for
Success/Participation and Professional Authority in Education? ........... 112
What was the Power of Moral Authority for Shared Beliefs, Purposes
and Values? How did Educational Systems and Structures
Contribute to the Greater Good and Collective Knowledge? ................. 116
Communal Learning Spaces (Physical / Virtual) ................................................ 124

IV. THE MODERN ERA ............................................................................................... 133
Equity in Primary Participation .......................................................................... 133
To Whom is Thought and Information Disseminated Following Primary
Participation? .......................................................................................... 144
Who Formally Leads? Who Informally Leads?.................................................. 154
Who Formally Facilitates? .................................................................................. 163
Process for Dissemination, Transcription and Interpretation ............................. 170
Resultant Change/Spheres of Influence for the Individual ................................. 176
Resultant Change/Spheres of Influence for the Organization............................. 183
Public Opinion of the Discourse ......................................................................... 191
What were the Obstacles to the Evolution of Public Acceptance and
Validation? .............................................................................................. 195
What were the Enhancers to the Evolution of Public Acceptance and
Validation? .............................................................................................. 200
Power of Grassroots Creation for Success/Participation and Professional
Authority ................................................................................................. 205
Power of Moral Authority for Shared Beliefs, Purposes and Values ................. 211
Communal Learning Spaces (Physical / Virtual) ................................................ 226

V. CONCLUSION ......................................................................................................... 237
Research Questions ............................................................................................. 237
Answers to Research Questions .......................................................................... 239
Suggestions for Further Research ....................................................................... 257
Final Thoughts .................................................................................................... 258

APPENDIX

A. BLOG POST SAMPLE ........................................................................................... 260
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B. TWITTER CHAT SAMPLE .................................................................................... 264

REFERENCE LIST ........................................................................................................ 298

VITA ............................................................................................................................... 307

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LIST OF FIGURES

Figure Page

1. An Intersection of Three Theories .............................................................................. 11

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ABSTRACT
This dissertation focuses on the systems and structures of formal and informal
education in Ancient Greece under the leadership of Socrates, Plato and Aristotle and the
systems and structures of education and discourse on social media, specifically on blogs
and Twitter. Using historical documentary research methodology of primary and
secondary sources, the researcher analyzed, compared and contrasted these systems and
structures and examined the implications for today’s educational leaders.
The four research questions of this study were:
1. According to select primary sources from 400 B.C.- 322 B.C. (heretofore
referred to as ancient times) and historical secondary sources about that time
period, what was the system and structure of formal and informal education
and discourse?
2. According to select primary and secondary sources from 1990-2013
(heretofore referred to as modern times) what is the system and structure of
formal and informal education and discourse?
3. How do the systems and structures of formal and informal education and
discourse of ancient times compare and contrast to the systems and structures
of formal and informal education and discourse of modern times?
4. What are the implications of this study for today’s educational leaders?
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