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dc.contributor.authorHavenstein, Rebecca
dc.date.accessioned2020-03-30T23:10:41Z
dc.date.available2020-03-30T23:10:41Z
dc.date.issued2020-03-14
dc.identifier.urihttp://hdl.handle.net/20.500.11803/871
dc.description.abstractThis professional development (PD) focused on learning, implementing, and reflecting upon language/communication changes to determine if they aided in the creation of a caring classroom community. The primary participant in this study was me with assistance provided by mentor teachers and students. The intervention focused on three communication/language changes incorporated into interactions with students. Personal journals were kept tracking goal language/communication, steps the researcher took, reflections on encounters and feedback received from others. Findings showed language/communication changes aided in the creation of a caring classroom community.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectProfessional developmenten_US
dc.subjectLanguageen_US
dc.subjectLanguage changeen_US
dc.subjectPersonal journalsen_US
dc.titleReflective professional development: Creating a caring classroom communityen_US
dc.typeAction Researchen_US
thesis.degree.disciplineTeachingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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