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. The investigator used a mixed methods research model that included surveys, interviews, and video of the dialogues to measure the impact.
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- 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