Interdisciplinary Doctoral Program for Education Leaders (IDPEL)
School of Education
James E. Henderson
Connie M. Moss
School Climate, Intentional Conceptual Change, Staff Development, Interventions, School Improvement
Framed within intentional conceptual change theory, this study looked at the effects of a discourse community model on promoting intentional conceptual change to increase understanding of school climate and its importance. A highly-motivated group of 11 teachers from one elementary school participated in this discourse community designed to promote an intentional conceptual change regarding school climate. Initial interviews, artifact collection, and journal responses were the methods of data collection. Within the discourse community setting, the teachers interacted with a series of activities and discussions to construct new knowledge pertaining to school climate. Themes and patterns of climate understanding emerged and presented evidence of an increase in the teachers' understanding of school climate and its importance from their initially-stated understanding.
Parker, D. (2009). The Effects of a Discourse Community Model on Promoting Intentional Conceptual Change to Increase Understanding of School Climate and Its Importance (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1017