The Role of Reflective Thought in Teacher Decision Making

Degree Name

Doctor of Philosophy (PhD)

First Advisor

Boulmetis, John

Document Type



Feinstein School of Education and Human Development

Department (Manual Entry)

Education Doctoral Program


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.

May sig.pdf (279 kB)
Signed dissertation approval page