Subtitle
The Role of Reflective Thought in Teacher Decision Making
Degree Name
Doctor of Philosophy (PhD)
First Advisor
Boulmetis, John
Document Type
Dissertation
School
Feinstein School of Education and Human Development
Department (Manual Entry)
Education Doctoral Program
Date of Original Version
5-2010
Abstract
Examines the experience of four elementary level classroom teachers and one coach as they engaged in a year-long literacy coaching program. Analysis of coach/teacher interactions highlights the role of reflective thought in teacher learning and positions reflective thought as a foundational premise of teacher learning. In addition, as a result of the discovery process inherent in the grounded theory design, finds that teachers' goal setting influenced movement along a gradual release of responsibility (GRR) continuum of adult learning.
Recommended Citation
May, Patricia Jane, "Literacy Coaching" (2010). Master's Theses, Dissertations, Graduate Research and Major Papers Overview. 34.
https://digitalcommons.ric.edu/etd/34
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Signed dissertation approval page
Included in
Curriculum and Instruction Commons, Educational Psychology Commons, Elementary Education and Teaching Commons, Reading and Language Commons