Mediation in staff development: Instructional conversations to address student diversity and teachers' concerns for teaching and learning.

Persistent Link:
http://hdl.handle.net/10150/186628
Title:
Mediation in staff development: Instructional conversations to address student diversity and teachers' concerns for teaching and learning.
Author:
Olvera, Dianne Lynn
Issue Date:
1994
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to establish a staff development model that would assist teachers to: (1) develop a deeper understanding of their diverse student population; (2) develop a deeper awareness and understanding of their perceptions of the teaching/learning process; and (3) help teachers use their enriched knowledge and skills to promote instructional techniques that enhance all students' linguistic, academic and cognitive development. Guiding this process were three research projects: Langer and Applebee's (1987) work on teaching and learning; Goldenberg's (1991) instructional conversation (IC) Rating Scale and; Au's (1990) interpretations of Vygotsky's (1962; 1978) work on mediation in practice. Underlying these works, and also incorporated into this study, were Vygotsky's ideas on mediated assistance within one's zone of proximal development. Seven data sources were collected and analyzed for this study. These included: pre-post surveys and interviews, teachers' scripted lessons, individual discussion sessions, whole group in-services, IC Rating Scale, and ethnographic notes. Four formats were used to analyze these data: IC scoring, graphs, charts and triangulation of various data sources. Results of these procedures afforded the following findings: (1) there were substantial changes in both the quantity as well as the quality of teachers' instructional practices based on teachers' central or main concerns for their students; (2) teachers gained deeper understanding of their instructional practice through mediation and discussion; and (3) teachers noted that changes in their instructional practices enhanced learning for their diverse student population.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Dissertations, Academic.; Reading.; Teaching.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Language, Reading, and Culture; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Mitchell, Judy

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleMediation in staff development: Instructional conversations to address student diversity and teachers' concerns for teaching and learning.en_US
dc.creatorOlvera, Dianne Lynnen_US
dc.contributor.authorOlvera, Dianne Lynnen_US
dc.date.issued1994en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to establish a staff development model that would assist teachers to: (1) develop a deeper understanding of their diverse student population; (2) develop a deeper awareness and understanding of their perceptions of the teaching/learning process; and (3) help teachers use their enriched knowledge and skills to promote instructional techniques that enhance all students' linguistic, academic and cognitive development. Guiding this process were three research projects: Langer and Applebee's (1987) work on teaching and learning; Goldenberg's (1991) instructional conversation (IC) Rating Scale and; Au's (1990) interpretations of Vygotsky's (1962; 1978) work on mediation in practice. Underlying these works, and also incorporated into this study, were Vygotsky's ideas on mediated assistance within one's zone of proximal development. Seven data sources were collected and analyzed for this study. These included: pre-post surveys and interviews, teachers' scripted lessons, individual discussion sessions, whole group in-services, IC Rating Scale, and ethnographic notes. Four formats were used to analyze these data: IC scoring, graphs, charts and triangulation of various data sources. Results of these procedures afforded the following findings: (1) there were substantial changes in both the quantity as well as the quality of teachers' instructional practices based on teachers' central or main concerns for their students; (2) teachers gained deeper understanding of their instructional practice through mediation and discussion; and (3) teachers noted that changes in their instructional practices enhanced learning for their diverse student population.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectDissertations, Academic.en_US
dc.subjectReading.en_US
dc.subjectTeaching.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineLanguage, Reading, and Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairMitchell, Judyen_US
dc.contributor.committeememberAnders, Patricia L.en_US
dc.contributor.committeememberMoll, Luis C.en_US
dc.identifier.proquest9424961en_US
dc.identifier.oclc722008008en_US
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