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Full-Text Articles in Education
Middle School Teachers’ Perceptions Of Project Based Learning As It Impacts First Year Implementation, Stacey Cunningham Whitaker
Middle School Teachers’ Perceptions Of Project Based Learning As It Impacts First Year Implementation, Stacey Cunningham Whitaker
Theses and Dissertations
Current education expectations require teachers to meet federal and state standards as well as develop 21st century skills like collaboration, critical thinking and problem solving. Preparing students for state testing while also preparing them to be successful in a global society can present an instructional dilemma. Project-based learning has been identified as a possible solution to this problem. Although researchers agree that integrating 21st century skills in daily instruction is necessary, many teachers and administrators have shied away from implementing a project-based learning curriculum (Hmelo-Silver, Duncan, & Chinn, 2007). The identified problem of practice for this present action research study …
A Case Study Of School Leaders’ Understanding And Practice In Providing Feedback During The Teacher Observation Process, Karen Allen Benton
A Case Study Of School Leaders’ Understanding And Practice In Providing Feedback During The Teacher Observation Process, Karen Allen Benton
Theses and Dissertations
New teacher evaluation reforms in the state of New Jersey and across the country have put an increased emphasis on the role of classroom observations as a method to improve teacher practice. School leaders are expected to facilitate the observation process and provide meaningful feedback that leads to teacher engagement in professional learning that results in instructional improvement and increased student achievement. To meet state mandates for increased number of classroom observations for all teachers and adoption of state-approved evaluation tools, such as the Danielson Framework, districts have increased the work demands of administrators. Yet there has been little guidance …
Coaching By Scaffolding: Increasing Teacher Questioning Through Structured Modeling And Feedback, Sarah J. Little
Coaching By Scaffolding: Increasing Teacher Questioning Through Structured Modeling And Feedback, Sarah J. Little
Theses and Dissertations
The purpose of this dissertation was to explore the effects of the Gradual Increase of Responsibility Model (Collet, 2008) when used by coaches to mentor teachers in best questioning practices in kindergarten through second grade classrooms. The researcher focused on questioning practices after observing missed opportunities to extend student thinking in primary school classrooms during teacher-student conferences in both reading and writing. Vicki Collet’s Gradual Increase of Responsibility Model (2008) was chosen as a coaching model based on the wide range of teacher experiences in the researcher’s educational setting. This coaching model allowed the researcher to scaffold teachers based on …