東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

"Choosing My Words Carefully": Obser...

Maska, Iveta.

FindBook

Google Book

Amazon

博客來

"Choosing My Words Carefully": Observing, Debriefing, and Coaching Four Literacy Teachers' Through Their Lessons.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Choosing My Words Carefully": Observing, Debriefing, and Coaching Four Literacy Teachers' Through Their Lessons./
作者:	Maska, Iveta.
面頁冊數:	244 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3665863
ISBN:	9781321387193

"Choosing My Words Carefully": Observing, Debriefing, and Coaching Four Literacy Teachers' Through Their Lessons.
Maska, Iveta.

"Choosing My Words Carefully": Observing, Debriefing, and Coaching Four Literacy Teachers' Through Their Lessons. - 244 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--University of South Florida, 2014.

This item must not be sold to any third party vendors.

A safe environment, conducive to productive and transparent conversations, makes possible the improvement of literacy practices and strengthens teacher/administrator relationships for more honest and vulnerable conversations. In this autoethnographic intrinsic case study I conducted a self-study of my use of language and communication with four literacy teachers during debrief, after classroom walkthroughs, when coaching each on literacy practice. Furthermore, the component under investigation was the debrief meeting where dialogue is the key ingredient for discussing teacher classroom practice. The study was approached through identifying characteristics from my personal and professional background, to my interactions with the four literacy teachers and the insights and perceptions of my role and style as their administrator. Findings revealed, teachers in this study desired positive recognition and praise as a result of my informal classroom walkthroughs. I was able to influence the teachers' beliefs through debriefing and nurture those beliefs about themselves to enhance their attempts to teach their students more effectively. Student engagement increased as the teachers began to unpack the why, what and the how of their teaching during debrief meetings. School wide improvement efforts were also supported as teachers were able to look past themselves when they reflected on connections made to the next grade level or the previous grade level to help understand literacy curricular decisions and goal setting. The findings were discussed as they apply to the debrief experiences realized by both administrator and teacher.

ISBN: 9781321387193Subjects--Topical Terms:

684418
Curriculum development.

"Choosing My Words Carefully": Observing, Debriefing, and Coaching Four Literacy Teachers' Through Their Lessons.
LDR:02671nmm a2200301 4500 001 2063129
005 20151027095356.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321387193
035 $a (MiAaPQ)AAI3665863
035 $a AAI3665863
040 $a MiAaPQ $c MiAaPQ
100 1 $a Maska, Iveta. $3 3177606
245 1 0 $a "Choosing My Words Carefully": Observing, Debriefing, and Coaching Four Literacy Teachers' Through Their Lessons.
300 $a 244 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Advisers: Janet C. Richards; James R. King.
502 $a Thesis (Ph.D.)--University of South Florida, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a A safe environment, conducive to productive and transparent conversations, makes possible the improvement of literacy practices and strengthens teacher/administrator relationships for more honest and vulnerable conversations. In this autoethnographic intrinsic case study I conducted a self-study of my use of language and communication with four literacy teachers during debrief, after classroom walkthroughs, when coaching each on literacy practice. Furthermore, the component under investigation was the debrief meeting where dialogue is the key ingredient for discussing teacher classroom practice. The study was approached through identifying characteristics from my personal and professional background, to my interactions with the four literacy teachers and the insights and perceptions of my role and style as their administrator. Findings revealed, teachers in this study desired positive recognition and praise as a result of my informal classroom walkthroughs. I was able to influence the teachers' beliefs through debriefing and nurture those beliefs about themselves to enhance their attempts to teach their students more effectively. Student engagement increased as the teachers began to unpack the why, what and the how of their teaching during debrief meetings. School wide improvement efforts were also supported as teachers were able to look past themselves when they reflected on connections made to the next grade level or the previous grade level to help understand literacy curricular decisions and goal setting. The findings were discussed as they apply to the debrief experiences realized by both administrator and teacher.
590 $a School code: 0206.
650 4 $a Curriculum development. $3 684418
650 4 $a Educational leadership. $3 529436
650 4 $a Reading instruction. $3 2122756
690 $a 0727
690 $a 0449
690 $a 0535
710 2 $a University of South Florida. $b Curriculum and Instruction. $3 3168850
773 0 $t Dissertation Abstracts International $g 76-04A(E).
790 $a 0206
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3665863