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Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District

Paulmann, Greg G.
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018

Abstract Details

2009, Ph.D., Antioch University, Leadership and Change.
Job embedded professional development in the K-12 education setting has long been discussed and debated. This study builds on standards of critical reflection and thinking using the National Institute for Excellence in Education’s Teacher Advancement Program’s master teacher model as a conduit between theory and practice. A study of professional development design based on student learning strategies became worthy of review. The master teacher, through field testing and critical reflection, isolates critical elements necessary to transform teaching practice around student learning strategies. The work of the master teacher is situated as a leader of change within a professional learning community. This work has potential to promote significant school improvement. The Teacher Advancement Program models a systematic process by which teachers develop and tune teaching strategies directly from student identified need. This study captures the chronicling process as it relates to and aligns with standards of critical thinking, student meta-cognition, and student deployment and use. It provides a forum for training teachers to be critically reflective practitioners moving conversation and study from theory to practice. The electronic version of this dissertation is available in the open-access OhioLink ETD Center, www.ohiolink.edu/etd.
Elizabeth Holloway, PhD (Committee Chair)
Laurien Alexandre, PhD (Committee Member)
Brad Mitchell, PhD (Committee Member)
Todd White, PhD (Other)
175 p.
Education; Educational Evaluation; Secondary Education; Teaching
clinical teaching practices; educational field testing; student strategies; differentiated instruction; student assessment; heuristics; habits of mind; professional learning communities; teachers; middle school instruction; teacher leadership

Recommended Citations

Citations

  • Paulmann, G. G. (2009). Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District [Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018

    APA Style (7th edition)

  • Paulmann, Greg. Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District. 2009. Antioch University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018.

    MLA Style (8th edition)

  • Paulmann, Greg. "Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District." Doctoral dissertation, Antioch University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018

    Chicago Manual of Style (17th edition)

antioch1263657018
1,269
© 2009, all rights reserved.
This open access ETD is published by Antioch University and OhioLINK.