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dc.contributor.authorHamilton, William B
dc.date.accessioned2020-05-08T16:01:51Z
dc.date.available2020-05-08T16:01:51Z
dc.date.issued2020-05
dc.identifier.urihttp://hdl.handle.net/10675.2/623339
dc.descriptionThis record is embargoed until 5/8/2021.
dc.description.abstractThis study investigated, quantified, and observed metacognitive transformation in middle school ELA and math teachers through the implementation of instructional rounds as a change agent in comparison to the traditional, one-stop workshop format of professional development. A mixed method design was utilized that addressed two research questions: How is teacher metacognition impacted through professional development, and what is the difference in teacher metacognition scores after receiving traditional professional development versus instructional rounds? The results of the study suggested that teacher metacognition is positively impacted by instructional rounds and there were positive attitudes towards instructional rounds as an alternative to traditional professional development. Additionally, the qualitative data indicated that instructional rounds did have a positive impact on instructional practices and supported a progressive maturation of teacher metacognition that could be ultimately transferred to the learner. First, the results elucidated that normal teaching practice is inherently metacognitive and embodies the metacognitive knowledge tenets: person, task, and strategy. Next, teacher collaboration supports the perpetuation of a metacognitive experience, which innately lends itself to reflection. Thirdly, teacher reflection fosters metacognitive goals, thereby resulting in regulation of actions or strategies. Finally, teacher action derived from goal setting is, by definition, metacognitive action. In summary, instructional rounds appeared to be an effective form of professional development that increased and matured teacher metacognition. Keywords: Instructional rounds, metacognition, professional development, teaching practice
dc.publisherAugusta University
dc.subjectPedagogy
dc.subjectInstructional rounds, Metacognition, Professional development, Teaching practice
dc.titleThe Influence of Instructional Rounds on Teacher Metacognition in a Middle School Context: A Mixed Methods Study
dc.typedissertationen_US
dc.typedissertationen
dc.contributor.departmentDepartment of Advanced Studies and Innovation
dc.language.rfc3066en
dc.date.updated2020-05-08T16:01:51Z
dc.description.advisorBuning, Megan
dc.description.degreeEd.D.
dc.description.committeeQuinn, Margaret
dc.description.committeeGess, Ashley
dc.description.committeeDay, Paige
dc.description.embargo05/08/2021


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