Using Cross-visitation to Elicit Collaborative Inquiry among Teachers and a Building Administrator to Improve Student Achievement / Richard A. Mitchell Jr.

Format:

Book

Thesis/Dissertation

Author/Creator:

Mitchell, Richard A., Jr., author.

Contributor:

Waff, Diane, degree supervisor.

Gentile, Claudia, degree committee member.

Campano, Gerald, degree committee member.

Brody, Judy, degree committee member.

University of Pennsylvania. Reading, Writing, Literacy, degree granting institution.

Language:

English

Subjects (All):

Educational leadership.

Educational evaluation.

Educational administration.

Reading, Writing, Literacy--Penn dissertations.

Penn dissertations--Reading, Writing, Literacy.

Local Subjects:

Educational leadership.

Educational evaluation.

Educational administration.

Reading, Writing, Literacy--Penn dissertations.

Penn dissertations--Reading, Writing, Literacy.

Genre:

Academic theses.

Physical Description:

1 online resource (170 pages)

Contained In:

Dissertation Abstracts International 79-10A(E).

Place of Publication:

[Philadelphia, Pennsylvania]: University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2018.

Language Note:

English

System Details:

Mode of access: World Wide Web.

text file

Summary:

The research presented in this study examined what happened when I, as a building administrator, created and supported opportunities for teachers to emerge as leaders with the capacity to support each other, how my engagement with teachers as a building administrator promoted collaborative leadership and learning, and how making the classroom a site for collaborative inquiry influenced the professional learning of four teachers, and myself. These foci were studied through a constructivist framework in which we learned together to collectively improve our practice. Three rounds of collaborative classroom cross-visitations took place through a high school semester in which two math teachers, and two English teachers visited each other's classrooms with myself, as a building administrator, present. Each round included a pre-conference and a post-conference. Data suggests that the teachers and I benefitted from the process professionally. Additionally, I, as a building administrator, benefitted by learning to observe and evaluate teachers more effectively, while building important professional relationships which enhanced my ability to collaborate in constructing a cohesive community of educators within the research site. Further, logistical records taken from the study illustrate the need for careful and deliberate planning toward the sustainability of any cross-visitation program. The research illustrates the importance of the development of teacher-leaders, and of establishing a program through which teachers can visit each other's classrooms with a building administrator so that all parties can learn from each other in a generative and collaborative manner.

Notes:

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Advisors: Diane Waff; Committee members: Judy Brody; Gerald Campano; Claudia Gentile.

Department: Reading, Writing, Literacy.

Ed.D. University of Pennsylvania 2018.

Local Notes:

School code: 0175

ISBN:

9780438046085

Access Restriction:

Restricted for use by site license.