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Master teachers' critical practice a...

Paulmann, Greg.

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Master teachers' critical practice and student learning strategies: A case study in an urban school district.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Master teachers' critical practice and student learning strategies: A case study in an urban school district./
Author:	Paulmann, Greg.
Description:	185 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 0501.
Contained By:	Dissertation Abstracts International71-02A.
Subject:	Education, Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3393071
ISBN:	9781109601312

Master teachers' critical practice and student learning strategies: A case study in an urban school district.
Paulmann, Greg.

Master teachers' critical practice and student learning strategies: A case study in an urban school district. - 185 p.

Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 0501.

Thesis (Ph.D.)--Antioch University, 2009.

Job embedded professional development in the K-12 education setting has long been discussed and debated. This study builds on standards of critical reflection and thinking using the National Institute for Excellence in Education's Teacher Advancement Program's master teacher model as a conduit between theory and practice. A study of professional development design based on student learning strategies became worthy of review. The master teacher, through field testing and critical reflection, isolates critical elements necessary to transform teaching practice around student learning strategies. The work of the master teacher is situated as a leader of change within a professional learning community. This work has potential to promote significant school improvement. The Teacher Advancement Program models a systematic process by which teachers develop and tune teaching strategies directly from student identified need. This study captures the chronicling process as it relates to and aligns with standards of critical thinking, student meta-cognition, and student deployment and use. It provides a forum for training teachers to be critically reflective practitioners moving conversation and study from theory to practice. The electronic version of this dissertation is available in the open-access OhioLink ETD Center, www.ohiolink.edu/etd

ISBN: 9781109601312Subjects--Topical Terms:

1669025
Education, Pedagogy.

Master teachers' critical practice and student learning strategies: A case study in an urban school district.
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245 1 0 $a Master teachers' critical practice and student learning strategies: A case study in an urban school district.
300 $a 185 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 0501.
500 $a Adviser: Elizabeth Holloway.
502 $a Thesis (Ph.D.)--Antioch University, 2009.
520 $a Job embedded professional development in the K-12 education setting has long been discussed and debated. This study builds on standards of critical reflection and thinking using the National Institute for Excellence in Education's Teacher Advancement Program's master teacher model as a conduit between theory and practice. A study of professional development design based on student learning strategies became worthy of review. The master teacher, through field testing and critical reflection, isolates critical elements necessary to transform teaching practice around student learning strategies. The work of the master teacher is situated as a leader of change within a professional learning community. This work has potential to promote significant school improvement. The Teacher Advancement Program models a systematic process by which teachers develop and tune teaching strategies directly from student identified need. This study captures the chronicling process as it relates to and aligns with standards of critical thinking, student meta-cognition, and student deployment and use. It provides a forum for training teachers to be critically reflective practitioners moving conversation and study from theory to practice. The electronic version of this dissertation is available in the open-access OhioLink ETD Center, www.ohiolink.edu/etd
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650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Education, Teacher Training. $3 783747
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710 2 $a Antioch University. $b Leadership and Change. $3 1675206
773 0 $t Dissertation Abstracts International $g 71-02A.
790 1 0 $a Holloway, Elizabeth, $e advisor
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791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3393071