A Call for Action: Challenging Educator Beliefs and Structures to Support Significant Student Learning

This Call for Action investigates the complex issue of challenging current teacher beliefs through evidenced-based approaches to cultural change and does so as a matter of social justice. This call for action makes the argument that to truly improve student learning and raise student achievement, educators at all levels of practice must engage in intentional learning experiences that call their beliefs and practices into question and engages them in meaningful discourse. The argument is made that this type of professional learning happens at a belief altering level, should be pursued as a matter of social justice and is critical in the quest to create a sound learning environment for all learners.</p><p> It utilizes a critical analysis of the issue through the integrated lenses of relevant theory and research, and effective educational practice. It makes the case that the purposeful fusion of theory, research, and effective practice ensures ethical inquiry to produce sound conclusions and suggest actions that educators can pursue with integrity. </p><p> Finally, the call for action provides a clear and focused road map for the pursuit of meaningful evidence-based professional learning for educators (principals and teachers).

Name thesis:degree_name

EdD

Level thesis:degree_level

Immediate Access

Discipline thesis:degree_discipline

Professional Doctorate in Educational Leadership (ProDEL)

Year dc:date.available

2014

Author dc:creator

• O'Black, Bryan E.

Contributors dc:contributor

• Connie M. Moss
• Gretchen G. Generett
• Linda B. Hippert

• beliefs
• formative assessment
• principal leadership
• walkthroughs

Language dc:language

English

Repository record dc:identifier

https://dsc.duq.edu/etd/990

OAI identifier oai:identifier

oai:dsc.duq.edu:etd-2006