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Teachers’ experiences in a critical friends group: a focus on student writing

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TitleInfo
Title
Teachers’ experiences in a critical friends group: a focus on student writing
Name (type = personal)
NamePart (type = family)
Comollo
NamePart (type = given)
Erin
NamePart (type = date)
1984-
DisplayForm
Erin Comollo
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RoleTerm (authority = RULIB)
author
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NamePart (type = family)
Belzer
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Alisa
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Alisa Belzer
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Advisory Committee
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chair
Name (type = personal)
NamePart (type = family)
Mangin
NamePart (type = given)
Melinda
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Melinda Mangin
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Advisory Committee
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RoleTerm (authority = RULIB)
internal member
Name (type = personal)
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Axlerod
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Tali
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Tali Axlerod
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
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Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
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NamePart
Graduate School of Education
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school
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Text
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theses
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DateCreated (encoding = w3cdtf); (qualifier = exact)
2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-05
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2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract
A growing body of literature on teacher learning highlights that teachers are not likely to change their practices as a result of participating in traditional one-shot conference and workshop professional development activities, and suggests that a more effective approach is a teacher-driven, situated, collaborative, and sustained one (Ball & Cohen, 1999; Brown et al., 1995; Bruce, 2010; Burke, 2013; Cochran Smith & Lytle, 1999; Little, 2002; Nelson, Slavit, Perkins, & Hathorn, 2008; Putnam & Borko, 2000; Newmann, Smith, Allensworth, & Bryk, 2001; Smith, Hofer, Gillespie, Solomon, & Rowe, 2008; Wood, 2007). Research shows that Critical Friends Groups (CFG) can be an effective way to enact this type of professional development (Bambino, 2002; Baskerville & Goldblatt, 2009; Curry, 2008; Dunne et al., 2000; Kember et al., 1997; Swaffield, 2004).
As a first grade teacher, I was aware that my colleagues and I had few meaningful opportunities to learn with and from each other. Therefore, I sought to introduce Critical Friends Groups in order to understand how elementary teachers in an independent school experienced research-based professional development focused on writing instruction. The three products in this paper reflect the outcomes and challenges relating to the implementation of a CFG in a school that previously had not used this form of professional development. First, in an article written for publication in a practitioner journal, I detail the CFG processes that supported changes to teachers’ practices and community and collegial benefits that occurred as a result of participating in a CFG focused on student writing. Next, I present teacher training sessions to describe how the CFG implementation process and the factors that influenced the implementation in order to help teachers consider how to drive their own change efforts forward within their school contexts. Finally, a facilitator’s handbook describes the roles, responsibilities, challenges, and possible solutions that are required in order to be an effective CFG facilitator.
Subject (authority = RUETD)
Topic
Teacher Leadership
Subject (authority = ETD-LCSH)
Topic
Teachers -- In-service training
Subject (authority = ETD-LCSH)
Topic
Professional learning communities
Subject (authority = ETD-LCSH)
Topic
English language -- Composition and exercises -- Study and teachin
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD
Identifier
ETD_9881
PhysicalDescription
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application/pdf
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text/xml
Extent
1 online resource (vii, 220 pages) : illustrations
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-vf3t-7506
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Comollo
GivenName
Erin
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-04-17 09:10:17
AssociatedEntity
Name
Erin Comollo
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
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License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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