Reframing Lesson Plans: The Foundation for Improving Instruction

<p>This dissertation is a policy advocacy document that boldly states that it is our moral imperative to change the current educational landscape for the students attending Milwaukee Public Schools. In advocating for such a change, it is strongly suggested that the way to accomplish this challenging task is to mandate a stronger instructional foundation by leveraging the power of thoughtful lesson planning and design. Through its own merit, public and professional opinions and research findings, a viable argument is crafted to eliminate the current policy that marginalizes the planning process by suggesting through its current language, that the planning process is linear and serves nothing more than to meet compliance mandates. This advocated policy calls for improved educational outcomes for students by making a shift from transactional to transformational practices in what stands as the foundation and heart of teaching—lesson planning and design.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2016

Author dc:creator

• Noland, Carletta M.

Contributors dc:contributor

• Valerie Schmitz
• Mary Ann Kahl
• Shannon Hart

• Lesson Plans
• Instructional Foundation
• Transformational Practices
• Curriculum and Instruction
• Educational Leadership
• Elementary Education and Teaching
• Junior High, Intermediate, Middle School Education and Teaching
• Pre-Elementary, Early Childhood, Kindergarten Teacher Education
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/180

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1184