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dc.contributor.advisorLannin, Amyeng
dc.contributor.authorSheerman, Julieeng
dc.date.issued2020eng
dc.date.submitted2020 Summereng
dc.description.abstractThis design study uses a design-based, formative approach to consider teachers' understanding and use of place-based pedagogical practices. The study focuses on teachers' awareness, understanding and use of place as they implemented classroom instruction and built a professional development experience for colleagues. The research spans three months as the team of six teachers (colleagues at a local district) planned, implemented, and reflected on place-based pedagogical shifts. At the heart of the research is the question of how a place-based instructional perspective impacts teaching and professional growth. Ultimately, findings suggest that this group, both collectively and individually, has come to value place as it affects meaningful understanding. Not satisfied with strictly textbook-driven instruction, this team has developed ways to expand school walls, create meaningful experiences for educational colleagues and secure community partnerships valuable to all aspects of this professional growth. These teachers believe that understandings of the importance of place will transcend course titles and school boundaries in order to actively engage learners.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extent1 online resource (ix, 126 pages) ; Illustrationseng
dc.identifier.urihttps://hdl.handle.net/10355/79492
dc.identifier.urihttps://doi.org/10.32469/10355/79492eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License. Copyright held by author.
dc.subject.otherEducationeng
dc.titleThe impact of place-based pedagogy on teachers' professional identities, instructional decisions, and collaborationseng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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