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Record identifier : 569659
Personal Name - Primary Intelectual Responsibility : Mims, Terrance I
Title and statement of responsibility : Collaborative action research for culturally responsive teaching: A case study of leadership, teacher experiences and professional learning [Thesis]
Publication, Distribution,Etc. : University of Washington, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , University of Washington
Summary or Abstract : This case study examines school-based, culturally responsive professional development in one diverse urban middle school. The paper describes an action research project conducted to pilot a framework for culturally responsive teaching through a single-episode of lesson study. The case study also examines how leadership was distributed across the school to bring about this reform-oriented approach to professional development, and to advance a complex school improvement agenda by aligning school resources, central office initiatives, and Washington State School Improvement recommendations. In addition, the case study interprets the experiences of the teachers who were a part of the action research project to understand its impact on these teachers' practice post participation. The conceptual framework used to understand this project relates to distributed leadership, school-based professional development, and culturally responsive teaching. Findings suggest two things: (1) when schools provide substantive professional development focused on addressing the learning needs of culturally diverse learners then participating teachers are likely to reflect critically on their pedagogy with respect to the instructional needs of these learners and; (2) school-based professional development that relies on principles of collaborative inquiry can be a productive way to promote and facilitate professional learning communities in schools..
Topical Name Used as Subject : Bilingual education
: School administration
: Teacher education
Information of biblio record : TL
 
 
 
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