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

The Exploration of Student Shadowing...

Kloes-Corwin, Regina.

FindBook

Google Book

Amazon

博客來

The Exploration of Student Shadowing and School-Based Instructional Rounds on Deeper Learning in the Middle and High School Classroom: A Transformative Approach Discussing Professional Learning with Teachers and Administrators.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Exploration of Student Shadowing and School-Based Instructional Rounds on Deeper Learning in the Middle and High School Classroom: A Transformative Approach Discussing Professional Learning with Teachers and Administrators./
作者:	Kloes-Corwin, Regina.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	195 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10793169
ISBN:	9780355859898

The Exploration of Student Shadowing and School-Based Instructional Rounds on Deeper Learning in the Middle and High School Classroom: A Transformative Approach Discussing Professional Learning with Teachers and Administrators.
Kloes-Corwin, Regina.

The Exploration of Student Shadowing and School-Based Instructional Rounds on Deeper Learning in the Middle and High School Classroom: A Transformative Approach Discussing Professional Learning with Teachers and Administrators. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 195 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Pepperdine University, 2018.

Professional learning environments and professional development practices among educators throughout the United States have experienced a great deal of attention in the need for changes toward collaborative learning models and professional learning opportunities that engage in hands-on work focused on student learning and the growth of teachers' practice to help students develop their ability to think critically. This qualitative phenomenological study explored middle and high school teachers' and administrators' previous professional learning experiences through the practice of School-Based Instructional Rounds and Student Shadowing. The research focused on exploring the impact, if any, on transforming teaching strategies that provide deeper learning experiences for students in college and career readiness. A transformative framework under the theory of Mezirow's transformative learning theory and Knowles's adult learning theory using a constructivist paradigm and grounded theory approach informed the exploration of worldviews from the data of this research study.

ISBN: 9780355859898Subjects--Topical Terms:

516579
Education.

The Exploration of Student Shadowing and School-Based Instructional Rounds on Deeper Learning in the Middle and High School Classroom: A Transformative Approach Discussing Professional Learning with Teachers and Administrators.
LDR:03602nmm a2200337 4500 001 2165242
005 20181129120548.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355859898
035 $a (MiAaPQ)AAI10793169
035 $a (MiAaPQ)pepperdinegsep:11014
035 $a AAI10793169
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kloes-Corwin, Regina. $3 3353309
245 1 4 $a The Exploration of Student Shadowing and School-Based Instructional Rounds on Deeper Learning in the Middle and High School Classroom: A Transformative Approach Discussing Professional Learning with Teachers and Administrators.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 195 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Martine Jago.
502 $a Thesis (Ed.D.)--Pepperdine University, 2018.
520 $a Professional learning environments and professional development practices among educators throughout the United States have experienced a great deal of attention in the need for changes toward collaborative learning models and professional learning opportunities that engage in hands-on work focused on student learning and the growth of teachers' practice to help students develop their ability to think critically. This qualitative phenomenological study explored middle and high school teachers' and administrators' previous professional learning experiences through the practice of School-Based Instructional Rounds and Student Shadowing. The research focused on exploring the impact, if any, on transforming teaching strategies that provide deeper learning experiences for students in college and career readiness. A transformative framework under the theory of Mezirow's transformative learning theory and Knowles's adult learning theory using a constructivist paradigm and grounded theory approach informed the exploration of worldviews from the data of this research study.
520 $a The participants who took part in School-Based Instructional Rounds included 8 high school and middle teachers and administrators in 3 school districts representing 4 Southern California schools. In-person interviews support the research findings in this study. The participants represented in the Shadow a Student Challenge consisted of school leaders and a teacher who work in public and private middle and high school districts in the states of Ohio, Pennsylvania, Virginia, and Rhode Island. Document analysis and personal interviews support the research findings of this study. Professional learning experiences of School-Based Instructional Rounds and Student Shadowing were explored within the lived experiences of teachers and administrators professional learning practices. Perceptions of deeper learning opportunities in middle and high school classrooms were examined, connecting professional development and the transformation of deeper learning instructional practices. This study will contribute to the body of literature on the value of implementing School-Based Instructional Rounds and the Shadow a Student Challenge as hands-on professional learning practices for teachers and administrators toward supporting the adoption of engaging, meaningful, and relevant strategies for 21st-century learning skills in middle and high school classrooms.
590 $a School code: 6009.
650 4 $a Education. $3 516579
650 4 $a Teacher education. $3 3172312
650 4 $a Middle school education. $3 969762
650 4 $a Secondary education. $3 2122779
690 $a 0515
690 $a 0530
690 $a 0450
690 $a 0533
710 2 $a Pepperdine University. $b Education. $3 1019295
773 0 $t Dissertation Abstracts International $g 79-09A(E).
790 $a 6009
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10793169