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

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Advancing Pedagogy: Using Collaborative Dialogue to Improve Students' Literacy Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Advancing Pedagogy: Using Collaborative Dialogue to Improve Students' Literacy Instruction./
作者:	Lavalley, Carolyn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	105 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28023656
ISBN:	9798664729818

Advancing Pedagogy: Using Collaborative Dialogue to Improve Students' Literacy Instruction.
Lavalley, Carolyn.

Advancing Pedagogy: Using Collaborative Dialogue to Improve Students' Literacy Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 105 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--Northeastern University, 2020.

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

Researchers have identified that the teacher's competency and perceived self-efficacy is paramount in the development of students' understanding in the area of literacy development. However, professional development experiences do not always lead to the establishment of teaching competency or prepare teachers to acquire a complex understanding of the multifaceted layers intertwined within the reading process. The purpose of this interpretive phenomenological analysis (IPA) study was to identify teachers' perceptions of changes in their self-efficacy and student performance in literacy after participating in communities of practice that promote professional development. The theory of situated cognition was used as a theoretical lens to investigate the connections between situated learning experiences and teachers' classroom decision making. It provided the framework to answer the question: How does participation in a community of practice affect teachers' self-efficacy and decision making when making literacy instructional decisions for all students?

ISBN: 9798664729818Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Literacy instruction

Advancing Pedagogy: Using Collaborative Dialogue to Improve Students' Literacy Instruction.
LDR:02283nmm a2200373 4500 001 2345297
005 20230119153213.5
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798664729818
035 $a (MiAaPQ)AAI28023656
035 $a AAI28023656
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lavalley, Carolyn. $3 3684215
245 1 0 $a Advancing Pedagogy: Using Collaborative Dialogue to Improve Students' Literacy Instruction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 105 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Ewell, Sara.
502 $a Thesis (Ed.D.)--Northeastern University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Researchers have identified that the teacher's competency and perceived self-efficacy is paramount in the development of students' understanding in the area of literacy development. However, professional development experiences do not always lead to the establishment of teaching competency or prepare teachers to acquire a complex understanding of the multifaceted layers intertwined within the reading process. The purpose of this interpretive phenomenological analysis (IPA) study was to identify teachers' perceptions of changes in their self-efficacy and student performance in literacy after participating in communities of practice that promote professional development. The theory of situated cognition was used as a theoretical lens to investigate the connections between situated learning experiences and teachers' classroom decision making. It provided the framework to answer the question: How does participation in a community of practice affect teachers' self-efficacy and decision making when making literacy instructional decisions for all students?
590 $a School code: 0160.
650 4 $a Educational leadership. $3 529436
650 4 $a Pedagogy. $3 2122828
650 4 $a Reading instruction. $3 2122756
653 $a Literacy instruction
653 $a Professional development
653 $a Professional learning communities
653 $a Situated teacher learning
653 $a Teacher collaboration
690 $a 0449
690 $a 0456
690 $a 0535
710 2 $a Northeastern University. $b School of Education. $3 2097885
773 0 $t Dissertations Abstracts International $g 82-02A.
790 $a 0160
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28023656