Date of Award
5-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School
College for Education and Engaged Learning
Department/Program
Teacher Education and Teacher Development
Thesis Sponsor/Dissertation Chair/Project Chair
Emily M. Hodge
Committee Member
Douglas B. Larkin
Committee Member
Mayida Zaal
Committee Member
Audrey Fisch
Abstract
Drawing upon principles of participatory action research, this study collected input from secondary school stakeholders (teachers, students, caregivers, alumni, staff, and administrators) to create a local definition of quality teaching for students at an urban charter school in the northeastern United States. Analysis of stakeholder input produced four themes, reflecting participants’ views of quality teaching: support for students’ individual differences, flexible learning structures, development of knowledge about students to engage and build relationships, and development and use of professional knowledge. The resulting definition of quality teaching partially overlaps with the principles of culturally sustaining pedagogy (Paris, 2012) with shortcomings that must be acknowledged in undertaking equitable change. The project presents a possible model for engaging school stakeholders in solidarity-driven codesign (Ishimaru et al., 2018) and important considerations for doing so, especially within institutional restrictions.
File Format
Recommended Citation
Chenelle, Susan, "Collaboratively Constructing Quality Teaching: Involving School Stakeholders in Defining the Possibilities of Schooling" (2024). Theses, Dissertations and Culminating Projects. 1465.
https://digitalcommons.montclair.edu/etd/1465