This
study
examined
teacher
perceptions
of
developing
critical
thinking
skills
during
the
implementation
stage
Every
Student
Succeeds
Act
(ESSA).
Semi-structured
interviews
were
conducted
with
twelve
secondary
teachers
at
a
public
High
School
on
remote
region
an
outer
island
in
state
Hawaii.
Transcripts
analyzed
using
narrative
research
methodology.
Two
major
findings
emerged:
are
being
taught
and
assessed
high
level
is
rooted
relationships.
These
relative
to
current
literature.
The
theoretical
framework
for
was
Milbrey
McLaughlin's
(1987)
theory.
suggest
that
tremendous
opportunities
exist
communication
between
school
leadership
invested
stakeholders
about
larger
goals
policy
implemented,
solicitation
feedback
experiences
as
implementers,
further
increased
support
structures
such
coaching
professional
development,
additional
studies
triangulate
students
alongside
phase
ESSA.--Author's
abstract
Literacy Research and Instruction,
Journal Year:
2023,
Volume and Issue:
63(3), P. 238 - 256
Published: May 18, 2023
This
qualitative
study
examined
coach-teacher
interactions
among
eight
teachers,
one
administrator,
and
three
university-based
coaches
in
rural
elementary
school.
Framed
within
a
theory
of
agency,
we
videos
coaching
as
teachers
debriefed
co-planned
vocabulary
instructional
ideas
stemming
from
yearlong,
schoolwide
professional
learning
opportunity.
We
found
that
teachers'
agentive
actions
(i.e.
intentionality,
autonomy,
reflectivity,
efficacy
doubt,
principled
resistance)
were
response
coaches'
talk
elicited
reflection,
sought
clarification,
expanded
on
suggestions,
affirmed
contributions
to
conversations.
also
challenges
or
resistance
presented
principles
literacy
practices
not
always
acknowledged
taken
up
by
the
coaches.
conclude
reconsidering
how
why
resist
suggestions
might
inform
support
prepare
work
with
ways
value
trust
their
individual
prompt
them
act
agentively
toward
continuous
improvement.
Teachers'
engagement
in
school
leadership
is
one
of
the
most
effective
means
improving
teaching
and
student
learning.
Given
complexities
facilitating
instructional
tasks,
leaders
can
no
longer
fully
streamline
such
tasks
with
fidelity.
Therefore,
including
teachers'
knowledge
base
skillsets
school-based
crucial
to
helping
improve
instruction
York-Barr
Duke
(2004)
concurred
their
teacher
study,
sharing
that
expertise
teachers
foundational
for
increasing
quality
advancements
This
qualitative
research
study
explored
how
initiatives
influences
self-efficacy
collective
efficacy
(CTE).
A
teacher's
a
belief
education
behaviors
using
unique
skill
set
will
result
desired
outcome.
CTE
shared
effect.
Transformative
learning
theory
was
backdrop
this
study's
interpretative
phenomenological
analysis.
The
participants
were
eight
district
serving
low-performing
Title
I
elementary
schools
southeastern
United
States.
used
open-ended
questionnaires,
semi-structured
interviews,
focus
groups
collect
analyze
data.
findings
suggest
need
platforms
at
level
parameters
necessary
sustainability.
--Author's
abstract
Advances in higher education and professional development book series,
Journal Year:
2019,
Volume and Issue:
unknown, P. 85 - 106
Published: Sept. 12, 2019
In
this
chapter,
interactive
video
coding
is
explored
as
a
tool
to
guide
deep
reflections
and
development
of
professional
learning
knowledge
in
hybrid
online
class
designed
for
candidates
graduate
program
specialized
literacy
professionals.
This
chapter
focuses
on
reflective
interactions
between
they
learn
develop
deliver
effective
described
Standards
6
7.
Findings
demonstrate
the
effectiveness
tools
facilitate
realistic
application
course
material
authentic
school
contexts
while
maintaining
safe
supportive
environment
gain
experience
confidence.
Journal of Adolescent & Adult Literacy,
Journal Year:
2020,
Volume and Issue:
64(4), P. 399 - 407
Published: Nov. 29, 2020
Abstract
The
author
describes
how
and
why
a
team
of
literacy
leaders
fruitfully
studied
their
own
efforts
to
address
the
challenges
they
faced
in
supporting
teacher
colleagues’
learning
teaching.
Actively
resisting
facilitation
models
that
privilege
facilitators’
power
fix
dilemmas
consistent
with
belief
professional
is
socially
constructed,
facilitators
adopted
view
as
resource
that,
when
circulated,
offers
people
opportunities
be
who
wish,
seen
knowledgeable
without
challenge.
To
explore
ways
circulating
power,
transcripts
interactions
colleagues.
Through
co‐analysis
transcripts,
identified
five
discursive
strategies
circulation
power:
identifying
sticking
points,
listening,
posing
clarifying
questions,
reframing
challenge,
soliciting
feedback.
circulate
cultivated
generative
social
spaces,
which
afforded
colleagues
negotiate
self‐identified
advocate
for
themselves
students’
learning.
This
study
examined
teacher
perceptions
of
developing
critical
thinking
skills
during
the
implementation
stage
Every
Student
Succeeds
Act
(ESSA).
Semi-structured
interviews
were
conducted
with
twelve
secondary
teachers
at
a
public
High
School
on
remote
region
an
outer
island
in
state
Hawaii.
Transcripts
analyzed
using
narrative
research
methodology.
Two
major
findings
emerged:
are
being
taught
and
assessed
high
level
is
rooted
relationships.
These
relative
to
current
literature.
The
theoretical
framework
for
was
Milbrey
McLaughlin's
(1987)
theory.
suggest
that
tremendous
opportunities
exist
communication
between
school
leadership
invested
stakeholders
about
larger
goals
policy
implemented,
solicitation
feedback
experiences
as
implementers,
further
increased
support
structures
such
coaching
professional
development,
additional
studies
triangulate
students
alongside
phase
ESSA.--Author's
abstract
