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- Creators: School of Sustainability
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Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)
This action research case study explored the ways participation in a teacher leader learning community contributed to the identity development of teacher leaders at the Canajoharie Central School District. The goal of the study was to identify how a teacher leader learning community supported the identity of teacher leaders in their work. This action research study used a case study methodology and included qualitative and quantitative data collection. Purposive sampling identified six participants for the study. The qualitative data collection included initial and final one-on-one semi-structured interviews, meeting observation notes, research journal entries and peer interaction logs. Quantitative data were gathered using pre- and post- innovation surveys. Participants completed a pre-innovation survey and initial interview prior to the start of the innovation. Structured teacher leader learning community meetings were conducted over a four-month period of time in the Fall of 2018. Study participants led the design of collaborative group norms and meeting protocols. Participants facilitated the teacher leader learning community meetings. At the conclusion of the study period participants completed a post-innovation survey and final interview. Meeting observation notes, research journal entries and peer interaction log data were collected during the study period.
Analysis of the quantitative and qualitative data of this study suggests that teacher leader identity is supported by participation in a structured teacher leader learning community. Teacher leaders benefitted from a formal structure through which to share successes, problem-solve situations and continue growth as leaders. The findings also suggest that meeting norms and protocols benefit the work of the teacher leaders in the learning community. These findings are consistent with previous research studies which indicate that teacher leaders need opportunities to come together and network to sustain their work. The findings from this action research study may assist other school districts in supporting teacher leaders in their local context.