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Examining Assessment and Instructional Practices to Empower Teachers and Students : = An Appreciative Inquiry Approach.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Examining Assessment and Instructional Practices to Empower Teachers and Students :/
Reminder of title:	An Appreciative Inquiry Approach.
Author:	Horan, Shayne M.
Description:	1 online resource (172 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355813951

Examining Assessment and Instructional Practices to Empower Teachers and Students : = An Appreciative Inquiry Approach.
Horan, Shayne M.

Examining Assessment and Instructional Practices to Empower Teachers and Students :An Appreciative Inquiry Approach. - 1 online resource (172 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

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

Includes bibliographical references

The purpose of this qualitative study was to use an Appreciative Inquiry (AI) approach to discover generative instructional and assessment practices of teachers in the language arts classroom at a 5th and 6th grade low socioeconomic public school campus in Texas that earned five distinctions or three consecutive years. The study sought to design a framework for promoting generative teaching and instructional practices which enhance student learning and engagement utilizing the first three phases of the AI 4D Model: Discovery, Dream, and Design. Through a systematic process of discovering the best of what is, dreaming about what could be, designing a plan for what should be, and creating collective commitments about what will be, data was collected through an iterative process of (a) journaling and observations, (b) semi-structured participant interviews, and (c) participant-created documents. Five salient themes emerged from which five pillars of collective commitment were co-created by the study participants as an alternative to high-stakes testing and prescriptive learning. A proposed solution was espoused through the following generative learning processes of (a) generative relationships, (b) generative meaning, (c) generative thinking, (d) generative conversation, and (e) generative empowerment. These five new generative learning processes form the basis for future development of a framework that produces generative learning outcomes that empower teachers and students as independent learners who construct meaning through discovery, discourse, and dialogue.

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

Mode of access: World Wide Web

ISBN: 9780355813951Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Examining Assessment and Instructional Practices to Empower Teachers and Students : = An Appreciative Inquiry Approach.
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502 $a Thesis (Ed.D.)--Creighton University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this qualitative study was to use an Appreciative Inquiry (AI) approach to discover generative instructional and assessment practices of teachers in the language arts classroom at a 5th and 6th grade low socioeconomic public school campus in Texas that earned five distinctions or three consecutive years. The study sought to design a framework for promoting generative teaching and instructional practices which enhance student learning and engagement utilizing the first three phases of the AI 4D Model: Discovery, Dream, and Design. Through a systematic process of discovering the best of what is, dreaming about what could be, designing a plan for what should be, and creating collective commitments about what will be, data was collected through an iterative process of (a) journaling and observations, (b) semi-structured participant interviews, and (c) participant-created documents. Five salient themes emerged from which five pillars of collective commitment were co-created by the study participants as an alternative to high-stakes testing and prescriptive learning. A proposed solution was espoused through the following generative learning processes of (a) generative relationships, (b) generative meaning, (c) generative thinking, (d) generative conversation, and (e) generative empowerment. These five new generative learning processes form the basis for future development of a framework that produces generative learning outcomes that empower teachers and students as independent learners who construct meaning through discovery, discourse, and dialogue.
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