Tools

LEADER 04311cam a2200541 i 4500

001 on1381680533;

003 OCoLC;

005 20240605091809.0;

006 m o d ;

007 cr unu||||||||;

008 230609s2023 ncua obm 000 0 eng d;

035 a| (Sirsi) o1381680533;

035 a| (OCoLC)1381680533;

049 a| EREE;

090 a| LC213.2;

100 1 a| Britt, Lyndsay B.,e| author.?| UNAUTHORIZED;

245 10 a| Creating a home :b| promoting equitable academic discourse by establishing teacher agency and co-design /c| by Lyndsay B. Britt.;

246 3 a| Creating a home promoting equitable academic discourse by establishing teacher agency and co-design;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2023.;

300 a| 1 online resource (251 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 1.949 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2023.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed May 29, 2024).;

520 3 a| If students are to have an equitable opportunity to talk and communicate understandings, reasoning, and ideas, teachers need to use instructional practices that promote equitable academic discourse in the students' academic home - the school. Students need to feel and know they are challenged and supported to be their best, just like a school leader needs to challenge and support their teachers to ensure access and rigor in instruction. This qualitative participatory action research study was informed by activist research and community learning exchange (CLE) methodology and protocols. In collaboration with a team of co-practitioner researchers (CPR) composed of four teachers, the goal was to examine the extend to which teachers engaged in co-designing equitable academic discourse across content areas within an Early College setting. As a result of three cycles of inquiry, the findings indicate that a well-facilitated community of practice supported teacher agency for effective collaboration and co-design. The teachers were energized and recommitted to their role in providing strong instruction for teachers. When we coupled our conversations and co-design processes with evidence-based observations with post-observation conversations using evidence, teachers transferred their learning to substantial changes to practice. Over the course of the PAR project, we saw consistent implementation of equitable academic discourse protocols observed in practice. In practice contexts, other leaders and teachers can replicate the process we used to form trusting a community of practice in which teachers were willing to collaborate and deprivatize their teaching practices. In the research context, these finding complement and extend other research findings: Common tools support co-constructed teacher learning through social and material mediation (Ahn et al., 2021; Comell et al., 2022). Teachers need time to reflect, learn together, and co-design so they build a common language and processes for the goals they set (Woo and Henriksen, 2023).;

504 a| Includes bibliographical references.;

650 0 a| Educational equalization.=| ^A24637;

650 0 a| High school teachersx| Attitudes.=| ^A6461;

650 0 a| Teacher-student relationships.=| ^A11389;

653 a| equitable academic discourse;

653 a| teacher agency;

653 a| co-design;

700 1 a| Militello, Matthew,e| degree supervisor.=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/12819;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6143681;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6143681-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/9/2023x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6143681-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/9/2023x| ETDz| HERESOURCE;

Creating a home : promoting equitable academic discourse by establishing teacher agency and co-design / by Lyndsay B. Britt.

Author/creator	Britt, Lyndsay B. author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2023.
Description	1 online resource (251 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	Educational equalization. High school teachers--Attitudes. Teacher-student relationships.

Variant title	Creating a home promoting equitable academic discourse by establishing teacher agency and co-design
Summary	If students are to have an equitable opportunity to talk and communicate understandings, reasoning, and ideas, teachers need to use instructional practices that promote equitable academic discourse in the students' academic home - the school. Students need to feel and know they are challenged and supported to be their best, just like a school leader needs to challenge and support their teachers to ensure access and rigor in instruction. This qualitative participatory action research study was informed by activist research and community learning exchange (CLE) methodology and protocols. In collaboration with a team of co-practitioner researchers (CPR) composed of four teachers, the goal was to examine the extend to which teachers engaged in co-designing equitable academic discourse across content areas within an Early College setting. As a result of three cycles of inquiry, the findings indicate that a well-facilitated community of practice supported teacher agency for effective collaboration and co-design. The teachers were energized and recommitted to their role in providing strong instruction for teachers. When we coupled our conversations and co-design processes with evidence-based observations with post-observation conversations using evidence, teachers transferred their learning to substantial changes to practice. Over the course of the PAR project, we saw consistent implementation of equitable academic discourse protocols observed in practice. In practice contexts, other leaders and teachers can replicate the process we used to form trusting a community of practice in which teachers were willing to collaborate and deprivatize their teaching practices. In the research context, these finding complement and extend other research findings: Common tools support co-constructed teacher learning through social and material mediation (Ahn et al., 2021; Comell et al., 2022). Teachers need time to reflect, learn together, and co-design so they build a common language and processes for the goals they set (Woo and Henriksen, 2023).
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed May 29, 2024).
Dissertation note	Ed.D. East Carolina University 2023.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Creating a home : promoting equitable academic discourse by establishing teacher agency and co-design / by Lyndsay B. Britt.

Click here for more information about this title