Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"University of Colorado" +contributor:("Mileidis Gort"). Showing records 1 – 2 of 2 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


University of Colorado

1. Davidson, Anne Oppenheim. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.

Degree: PhD, 2017, University of Colorado

This multiple-case study examined three teachers’ formal and peripheral engagement across multiple years of a three-year, professional development project. Collaborative support focused on applying the standards for effective pedagogy to the redesign and implementation of elementary instruction, in an effort to increase equity and inclusion for all diverse learners within general education classrooms. The complex contexts of teaching within psychosocial school systems influenced teachers’ active and limited engagement in a variety of collaborative support activities. Negative intersubjective perceptions generally influenced limited engagement. Long-term participants sought active engagement in collaborations perceived to support continually improved instruction, while responding to their challenging contexts, and relevant to their instructional obligations and classroom needs. Examination of longitudinal data revealed a substantive process of cyclical collaborative support through which teachers engaged collaboration to process and prioritize relevant challenges, explored ideas to apply effective pedagogy in the redesign and implementation of instruction, observed improved classroom outcomes, and sought further opportunities for continual improvement. Ongoing engagement in this cyclical process of collaborative support helped teachers mediate the influence of complex challenges across the teaching profession. Conditions that sustained long-term engagement included an iterative process of redesign for collaborative activities, which enabled support to be most responsive to teachers’ available time, and most relevant to teachers’ observed classroom needs and instructional obligations. In addition to proximal propinquity, psychosocial propinquity with the standards for effective pedagogy and trusted collaborators, along with engaging activities perceived to provide positive, collegial support, had significant influence on participants’ active, ongoing engagement. Administrator involvement during the third and final year of the project influenced significant changes in the design and delivery of collaborative support, including mandated and structured expectations for participation. This led to intersubjective perceptions of increased challenges, negative collegial interactions and an interruption of support provided across the first two years of the project when there had been no administrator involvement. Implications suggest future professional development should take the complex psychosocial contexts that influence teachers into account and respond flexibly to teachers’ capacity to engage while focused on relevant obligations and classroom needs. Advisors/Committee Members: Susan W. Hopewell, Lucinda Soltero-González, Bridget Dalton, Joanne Belknap, Mileidis Gort.

Subjects/Keywords: diverse learners; education; effective pedagogy; inclusive equity; instructional design; professional development; Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Davidson, A. O. (2017). Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/93

Chicago Manual of Style (16th Edition):

Davidson, Anne Oppenheim. “Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.” 2017. Doctoral Dissertation, University of Colorado. Accessed November 20, 2019. https://scholar.colorado.edu/educ_gradetds/93.

MLA Handbook (7th Edition):

Davidson, Anne Oppenheim. “Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.” 2017. Web. 20 Nov 2019.

Vancouver:

Davidson AO. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2019 Nov 20]. Available from: https://scholar.colorado.edu/educ_gradetds/93.

Council of Science Editors:

Davidson AO. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/93


University of Colorado

2. Davidson, Anne Oppenheim. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.

Degree: PhD, 2017, University of Colorado

This multiple-case study examined three teachers’ formal and peripheral engagement across multiple years of a three-year, professional development project. Collaborative support focused on applying the standards for effective pedagogy to the redesign and implementation of elementary instruction, in an effort to increase equity and inclusion for all diverse learners within general education classrooms. The complex contexts of teaching within psychosocial school systems influenced teachers’ active and limited engagement in a variety of collaborative support activities. Negative intersubjective perceptions generally influenced limited engagement. Long-term participants sought active engagement in collaborations perceived to support continually improved instruction, while responding to their challenging contexts, and relevant to their instructional obligations and classroom needs. Examination of longitudinal data revealed a substantive process of cyclical collaborative support through which teachers engaged collaboration to process and prioritize relevant challenges, explored ideas to apply effective pedagogy in the redesign and implementation of instruction, observed improved classroom outcomes, and sought further opportunities for continual improvement. Ongoing engagement in this cyclical process of collaborative support helped teachers mediate the influence of complex challenges across the teaching profession. Conditions that sustained long-term engagement included an iterative process of redesign for collaborative activities, which enabled support to be most responsive to teachers’ available time, and most relevant to teachers’ observed classroom needs and instructional obligations. In addition to proximal propinquity, psychosocial propinquity with the standards for effective pedagogy and trusted collaborators, along with engaging activities perceived to provide positive, collegial support, had significant influence on participants’ active, ongoing engagement. Administrator involvement during the third and final year of the project influenced significant changes in the design and delivery of collaborative support, including mandated and structured expectations for participation. This led to intersubjective perceptions of increased challenges, negative collegial interactions and an interruption of support provided across the first two years of the project when there had been no administrator involvement. Implications suggest future professional development should take the complex psychosocial contexts that influence teachers into account and respond flexibly to teachers’ capacity to engage while focused on relevant obligations and classroom needs. Advisors/Committee Members: Susan W. Hopewell, Lucinda Soltero-González, Bridget Dalton, Joanne Belknap, Mileidis Gort.

Subjects/Keywords: diverse learners; education; effective pedagogy; inclusive equity; instructional design; professional development; Curriculum and Instruction; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Davidson, A. O. (2017). Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/117

Chicago Manual of Style (16th Edition):

Davidson, Anne Oppenheim. “Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.” 2017. Doctoral Dissertation, University of Colorado. Accessed November 20, 2019. https://scholar.colorado.edu/educ_gradetds/117.

MLA Handbook (7th Edition):

Davidson, Anne Oppenheim. “Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction.” 2017. Web. 20 Nov 2019.

Vancouver:

Davidson AO. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2019 Nov 20]. Available from: https://scholar.colorado.edu/educ_gradetds/117.

Council of Science Editors:

Davidson AO. Transforming Everyday Teaching: Pedagogy and Collaboration Supporting Equity, Inclusion and Effective Instruction. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/117

.