Description
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.
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Contributors
- DeSimone, Melissa (Author)
- Carlson, David L. (Thesis advisor)
- Jordan, Michelle (Committee member)
- Cruz, Heather (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2012
Subjects
Resource Type
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Note
- Partial requirement for: Ed. D., Arizona State University, 2012Note typethesis
- Includes bibliographical references (p. 128-132)Note typebibliography
- Field of study: Educational leadership and policy studies
Citation and reuse
Statement of Responsibility
by Melissa DeSimone