Nicole R. Davey (author)
Willow Brown (Thesis advisor)
University of Northern British Columbia (Degree granting institution)

2013

Master of Education (MEd)

Education

Number of pages in document: 103

This study, a retrospective reflection of a teacher's development, culminates in the design of a resource for educators, focusing on the use of professional inquiry to drive change in senior secondary BC English Language Arts classrooms. The materials are designed to help classroom teachers incorporate formative assessment and deep learning into their practice, reflect on the results for students, and adjust as needed to improve student outcomes. The study includes a rationale for changing pedagogy and a description of how inquiry enabled change in the author's English classroom and what that changed looked like. As a teacher leader who has made meaningful and lasting changes in her beliefs and practices, the author invites other teachers to use this resource as a starting point for their own inquiry into how classrooms and outcomes can be transformed. --Leaf ii.

Language arts (Secondary)
English language -- Study and teaching (Secondary)

https://doi.org/10.24124/2013/bpgub1571

research (documents)