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Experiential Educators Perceptions of Rigor : = A Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Experiential Educators Perceptions of Rigor :/
Reminder of title:	A Case Study.
Author:	Gamrath, Nikki.
Description:	1 online resource (113 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9780355938531

Experiential Educators Perceptions of Rigor : = A Case Study.
Gamrath, Nikki.

Experiential Educators Perceptions of Rigor :A Case Study. - 1 online resource (113 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--McKendree University, 2018.

Includes bibliographical references

A single case study examining experiential educators perceptions of rigor was conducted using a qualitative multiphase approach. Twelve self-identified experiential educators from an independent school in Missouri shared, through interviews, professional development collaborations, reflections, and lesson observations, how they perceive, define, and identify rigor in their experiential learning environments. Phase 1 of the study included interviews. Phase 2 of the study consisted of a professional development intervention, and Phase 3 of the study was actual lesson observations. The intent was to examine how the experiential educators perceive, define, and identify rigor pre and post professional development intervention. Using Hess's cognitive rigor matrix, Webb's depth of knowledge, Bloom's' taxonomy, and Marzano's levels of thinking as scoring guides, experiential educators reported prior the intervention that, while they were able to articulate attributes of rigor, they were less confident implementing rigorous tasks in their practice. Post professional development intervention, the findings suggest that experiential educators were positively impacted by the in-service, and that their understanding of rigor had heightened. Finally, in Phase 3 of the study, the findings suggest that experiential educators, while perhaps unintentional, facilitate rigorous learning experiences in their practice on a regular basis.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355938531Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

Experiential Educators Perceptions of Rigor : = A Case Study.
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245 1 0 $a Experiential Educators Perceptions of Rigor : $b A Case Study.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Jed Deets.
502 $a Thesis (Ed.D.)--McKendree University, 2018.
504 $a Includes bibliographical references
520 $a A single case study examining experiential educators perceptions of rigor was conducted using a qualitative multiphase approach. Twelve self-identified experiential educators from an independent school in Missouri shared, through interviews, professional development collaborations, reflections, and lesson observations, how they perceive, define, and identify rigor in their experiential learning environments. Phase 1 of the study included interviews. Phase 2 of the study consisted of a professional development intervention, and Phase 3 of the study was actual lesson observations. The intent was to examine how the experiential educators perceive, define, and identify rigor pre and post professional development intervention. Using Hess's cognitive rigor matrix, Webb's depth of knowledge, Bloom's' taxonomy, and Marzano's levels of thinking as scoring guides, experiential educators reported prior the intervention that, while they were able to articulate attributes of rigor, they were less confident implementing rigorous tasks in their practice. Post professional development intervention, the findings suggest that experiential educators were positively impacted by the in-service, and that their understanding of rigor had heightened. Finally, in Phase 3 of the study, the findings suggest that experiential educators, while perhaps unintentional, facilitate rigorous learning experiences in their practice on a regular basis.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a McKendree University. $b School of Education. $3 1184894
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