소장자료
LDR | 03428nam 2200529 4500 | ||
001 | 0100802228▲ | ||
005 | 20240329133139▲ | ||
006 | m o d ▲ | ||
007 | cr#unu||||||||▲ | ||
008 | 240116s2023 us |||||||||||||||c||eng d▲ | ||
020 | ▼a9798380165112▲ | ||
035 | ▼a(MiAaPQ)AAI30571199▲ | ||
040 | ▼aMiAaPQ▼cMiAaPQ▲ | ||
082 | 0 | ▼a370▲ | |
100 | 1 | ▼aGlaws, Andrea Marie LeMahieu.▼0(orcid)0000-0001-6743-2260▲ | |
245 | 1 | 0 | ▼aDesigning Teacher Learning Experiences to Promote Equitable and Just Teaching Practices▼h[electronic resource]▲ |
260 | ▼a[S.l.]: ▼bUniversity of Colorado at Boulder. ▼c2023▲ | ||
260 | 1 | ▼aAnn Arbor : ▼bProQuest Dissertations & Theses, ▼c2023▲ | |
300 | ▼a1 online resource(213 p.)▲ | ||
500 | ▼aSource: Dissertations Abstracts International, Volume: 85-03, Section: A.▲ | ||
500 | ▼aAdvisor: Glenn, Wendy J.;Staley, Sara.▲ | ||
502 | 1 | ▼aThesis (Ph.D.)--University of Colorado at Boulder, 2023.▲ | |
506 | ▼aThis item must not be sold to any third party vendors.▲ | ||
520 | ▼aRecognizing the need to center equity-oriented practices within professional learning-and the challenges of doing so in traditional approaches to professional development-this study traced the experiences of teacher participants in a reimagined design of a teacher learning space. Drawing from narrative inquiry and case study methodologies, this study explored the experiences of six secondary ELA teachers as they participated in a year-long professional learning cohort to investigate the ways the design of teacher professional learning opened up space and invited opportunities for learning about equitable and just teaching practices. The six narrative cases included in this dissertation showcase moments of learning for each participant and describe how opportunities for these moments of learning emerged in response to the reimagined design elements embedded in the teacher learning experience within this study. Across the six narrative cases, four common themes that define the teachers' learning emerged: teacher learning as the generation of knowledge, teacher learning as unknowable, teacher learning as both visible and invisible, and teacher learning as longevous. While these themes apply to teacher learning broadly, they are especially important considerations for teacher learning related to criticality. The participant case narratives and the themes across cases hold implications for designing teacher professional learning to inform the design of teacher professional development centered on topics of equity and justice across contexts.▲ | ||
590 | ▼aSchool code: 0051.▲ | ||
650 | 4 | ▼aEducation.▲ | |
650 | 4 | ▼aInstructional design.▲ | |
650 | 4 | ▼aTeacher education.▲ | |
650 | 4 | ▼aPedagogy.▲ | |
653 | ▼aCritical practices▲ | ||
653 | ▼aTeacher learning▲ | ||
653 | ▼aReimagined design elements▲ | ||
653 | ▼aProfessional learning▲ | ||
653 | ▼aLearning experiences▲ | ||
690 | ▼a0515▲ | ||
690 | ▼a0530▲ | ||
690 | ▼a0447▲ | ||
690 | ▼a0456▲ | ||
710 | 2 | 0 | ▼aUniversity of Colorado at Boulder.▼bEducation.▲ |
773 | 0 | ▼tDissertations Abstracts International▼g85-03A.▲ | |
773 | ▼tDissertation Abstract International▲ | ||
790 | ▼a0051▲ | ||
791 | ▼aPh.D.▲ | ||
792 | ▼a2023▲ | ||
793 | ▼aEnglish▲ | ||
856 | 4 | 0 | ▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16934097▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.▲ |
![](https://lib.pusan.ac.kr/wp-content/themes/pnul2022/assets/images/default/default_w_279X393.png)
Designing Teacher Learning Experiences to Promote Equitable and Just Teaching Practices[electronic resource]
자료유형
국외eBook
서명/책임사항
Designing Teacher Learning Experiences to Promote Equitable and Just Teaching Practices [electronic resource]
발행사항
[S.l.] : University of Colorado at Boulder. 2023 Ann Arbor : ProQuest Dissertations & Theses , 2023
형태사항
1 online resource(213 p.)
일반주기
Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Advisor: Glenn, Wendy J.;Staley, Sara.
Advisor: Glenn, Wendy J.;Staley, Sara.
학위논문주기
Thesis (Ph.D.)--University of Colorado at Boulder, 2023.
요약주기
Recognizing the need to center equity-oriented practices within professional learning-and the challenges of doing so in traditional approaches to professional development-this study traced the experiences of teacher participants in a reimagined design of a teacher learning space. Drawing from narrative inquiry and case study methodologies, this study explored the experiences of six secondary ELA teachers as they participated in a year-long professional learning cohort to investigate the ways the design of teacher professional learning opened up space and invited opportunities for learning about equitable and just teaching practices. The six narrative cases included in this dissertation showcase moments of learning for each participant and describe how opportunities for these moments of learning emerged in response to the reimagined design elements embedded in the teacher learning experience within this study. Across the six narrative cases, four common themes that define the teachers' learning emerged: teacher learning as the generation of knowledge, teacher learning as unknowable, teacher learning as both visible and invisible, and teacher learning as longevous. While these themes apply to teacher learning broadly, they are especially important considerations for teacher learning related to criticality. The participant case narratives and the themes across cases hold implications for designing teacher professional learning to inform the design of teacher professional development centered on topics of equity and justice across contexts.
주제
ISBN
9798380165112
관련 인기대출 도서