The Effects of a Discourse Community Model on Promoting Intentional Conceptual Change to Increase Understanding of School Climate and Its Importance

Framed within intentional conceptual change theory, this study looked at the effects of a discourse community model on promoting intentional conceptual change to increase understanding of school climate and its importance. A highly-motivated group of 11 teachers from one elementary school participated in this discourse community designed to promote an intentional conceptual change regarding school climate. Initial interviews, artifact collection, and journal responses were the methods of data collection. Within the discourse community setting, the teachers interacted with a series of activities and discussions to construct new knowledge pertaining to school climate. Themes and patterns of climate understanding emerged and presented evidence of an increase in the teachers' understanding of school climate and its importance from their initially-stated understanding.

Name thesis:degree_name

EdD

Level thesis:degree_level

Immediate Access

Discipline thesis:degree_discipline

Interdisciplinary Doctoral Program for Education Leaders (IDPEL)

Year dc:date.available

2009

Author dc:creator

• Parker, David

Contributors dc:contributor

• James E. Henderson
• Peter Miller
• Connie M. Moss
• Deborah Scigliano

• School Climate
• Intentional Conceptual Change
• Staff Development
• Interventions
• School Improvement

Language dc:language

English

Repository record dc:identifier

https://dsc.duq.edu/etd/1017

OAI identifier oai:identifier

oai:dsc.duq.edu:etd-2033