Date of Award
Summer 8-19-2016
Level of Access Assigned by Author
Campus-Only Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Literacy Education
Advisor
V. Susan Bennett-Armistead
Second Committee Member
Brian Doore
Third Committee Member
Linda Dorn
Additional Committee Members
Kenneth Martin
Sid Mitchell
Abstract
This descriptive phenomenological case study explores what is revealed in the weekly reflective writing of three effective teachers of an early literacy intervention responding to structured prompts about teaching and learning, using an electronic data system. Also portrayed are the perceptions of the same teachers about their engagement with systematic, structured, written monitoring of lessons, and teacher reports of relationships between the writing and their practice. Analysis of the nature of teacher engagement in the study offers the hypothesis that multiple layers of reflection including thought, writing and reflective discourse may move teaching to an intellectual level of practice.
Recommended Citation
Taylor, Lori L., "Moving to Intellectual Practice: Understanding Teacher Engagement in Systematic, Structured, Written Reflections of Teaching and Learning" (2016). Electronic Theses and Dissertations. 2509.
https://digitalcommons.library.umaine.edu/etd/2509