abstract: The purpose of this action research study was to examine the impact of cogenerative dialogues on instructor and student perceptions of rigor in a master's and certification program for alternatively certified teachers. Additionally, the study was designed to determine if these open dialogues would impact instructional decisions of college instructors in the program. The investigator used a mixed methods research model that included surveys, interviews, and video of the dialogues to measure the impact. The results of the study indicated that both sets of participants remained consistent in their identification and definition of the term rigor. The cogenerative dialogues did have an impact on instructor understanding of student definitions of rigor. Instructors began to change some instructional decisions as a result of the dialogues in small groups. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2012
| Identifer | oai:union.ndltd.org:asu.edu/item:14989 |
| Date | January 2012 |
| Contributors | Desimone, Melissa Faith (Author), Carlson, David L. (Advisor), Jordan, Michelle (Committee member), Cruz, Heather (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 169 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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