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dc.contributor.authorMcCarty, Ann M.en
dc.date.accessioned2014-03-14T20:09:33Zen
dc.date.available2014-03-14T20:09:33Zen
dc.date.issued2010-04-02en
dc.identifier.otheretd-04132010-193542en
dc.identifier.urihttp://hdl.handle.net/10919/26833en
dc.description.abstractIn the 1980s and 1990s, publications like A Nation at Risk and Prisoners of Time were highly critical of the American public school system. In response, school administrators reviewed their master schedules to evaluate how time was scheduled and the majority of them chose block scheduling to secure longer, uninterrupted periods of instructional time. Upon implementing block scheduling, schools noted a need for a change in pedagogy. Constructivist teaching, shown to be effective with multiple ages, has become a preferred pedagogy for elementary and middle school teachers during a block period. The review of literature includes a description of the forces behind block scheduling and provides a background of constructivist theory and teaching practices based on the writings of Jean Piaget and Lev Vygotsky. Combining constructivist teaching with block scheduling creates an environment conducive to young adolescent learning; however, properly preparing teachers through professional development is key to effective implementation. The purpose of this action research study was to facilitate the professional growth of new teachers by providing job embedded professional development opportunities that were grounded in constructivist practices and demonstrated to be effective with young adolescent learners while teaching in a block period.en
dc.publisherVirginia Techen
dc.relation.haspartMcCarty_AM_D_2010.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectand Professional Developmenten
dc.subjectConstructivismen
dc.subjectBlock Schedulingen
dc.titleProfessional Development for New Middle School Teachers to Use Constructivist Pedagogy in the Block Perioden
dc.typeDissertationen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.description.degreeEd. D.en
thesis.degree.nameDoctor of Educationen
thesis.degree.leveldoctoralen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
dc.contributor.committeechairGlenn, William J.en
dc.contributor.committeememberBrott, Pamelia E.en
dc.contributor.committeememberTwiford, Travis W.en
dc.contributor.committeememberBerlin, Loisen
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04132010-193542/en
dc.date.sdate2010-04-13en
dc.date.rdate2010-05-05en
dc.date.adate2010-05-05en


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