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.
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).","abstract_html":"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).","abstract_has_math":false,"creators":["O'Black, Bryan E."],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Professional Doctorate in Educational Leadership (ProDEL)","degree_department":null,"school":null,"contributors":["Connie M. Moss","Gretchen G. Generett","Linda B. Hippert"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T02:10:15Z","subjects":["beliefs","formative assessment","principal leadership","walkthroughs"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/990","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Connie M. Moss","Gretchen G. Generett","Linda B. Hippert"]},{"key":"dc:creator","label":"Author","values":["O'Black, Bryan E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Professional Doctorate in Educational Leadership (ProDEL)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["beliefs","formative assessment","principal leadership","walkthroughs"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/990"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
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.
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)."]},{"key":"dc:title","label":"Title","values":["A Call for Action: Challenging Educator Beliefs and Structures to Support Significant Student Learning"]}]}],"canonical_facts":{"dc:contributor":["Connie M. Moss","Gretchen G. Generett","Linda B. Hippert"],"dc:creator":["O'Black, Bryan E."],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["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.
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.
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)."],"dc:identifier":["https://dsc.duq.edu/etd/990"],"dc:language":["English"],"dc:subject":["beliefs","formative assessment","principal leadership","walkthroughs"],"dc:title":["A Call for Action: Challenging Educator Beliefs and Structures to Support Significant Student Learning"],"thesis:degree_discipline":["Professional Doctorate in Educational Leadership (ProDEL)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:10:15Z"}