A Methodological Approach to Designing a Theory: The Journey of the Four Zone Professional Learning Model

Autor/inn/en	Novak, Angela M.; Lewis, Katie D.
Titel	A Methodological Approach to Designing a Theory: The Journey of the Four Zone Professional Learning Model
Quelle	In: Roeper Review, 44 (2022) 1, S.49-62 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Novak, Angela M.) ORCID (Lewis, Katie D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2021.2005206
Schlagwörter	Gifted Education; Faculty Development; Models; Equal Education; Teaching Skills; Culturally Relevant Education; Student Diversity; Knowledge Base for Teaching; Action Research; Academically Gifted + Suchen Sie Ihr Suchwort? Analogiemodell; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Projektforschung
Abstract	The four zone professional learning model is a practical, comprehensive approach to striving toward equity through professional learning within gifted education programs. Grounded in equity literacy and funds of knowledge frameworks and based in best practices in culturally responsive gifted professional learning, the zones address the knowledge and skills necessary for proficient teachers of the gifted through the process of systemic change. The model was designed and developed over several years utilizing the plan-study-do-act action research model. This article discusses the methodological evolution of the model, the research and theoretical frameworks in which it is grounded, and future implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01