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003 OCoLC;

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035 a| (Sirsi) o1381680588;

035 a| (OCoLC)1381680588;

043 a| n-us-nc;

049 a| EREE;

090 a| LC1099.4.N8;

100 1 a| Moon, Michael W.,e| author.?| UNAUTHORIZED;

245 10 a| Islands of innovation :b| examining the nexus between culturally responsive relationships and cognitively demanding academic discourse /c| by Michael W. Moon.;

246 3 a| Islands of innovation examining the nexus between culturally responsive relationships and cognitively demanding academic discourse.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2023.;

300 a| 1 online resource (262 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 8.949 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2023.;

502 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed June 10, 2024).;

520 3 a| The purpose of the study was to examine the extent to which participants built meaningful culturally and linguistically responsive (CLR) relationships with students and to what extent those same participants engaged in cognitively demanding academic discourse with their students. The participatory action research (PAR) study took place in a rural middle school in eastern North Carolina serving approximately 550 students in grades 6-8 over a period of two academic years from Fall 2021 to Fall 2022. The co-practitioner researcher (CPR) team comprised four eighth-grade teachers and the school principal as lead researcher. The CPR team met biweekly as an Equity-Centered Networked Improvement Community (EC-NIC) (Bryk et al., 2015) and engaged in three cycles of inquiry using Community Learning Exchange methodology and pedagogy (Guajardo et al., 2016) to develop their knowledge, skills, and dispositions as warm demanders (Delpit, 2012; Kleinfeld, 1975; Ladson-Billings, 2009; Ware, 2006) in support of equitable, cognitively demanding academic discourse (Resnick et al., 2015; Vygotsky, 1978; Zwiers, 2007). The findings from the PAR study revealed: (1) Participants demonstrated high empathy but inconsistently high expectations; (2) when a teacher is a warm demander, cognitively demanding academic discourse is much more likely to occur; and (3) teachers created islands of innovation (Fullan, 2001) or pockets of success to develop culturally responsive relationships with students and develop discourse opportunities. The study has implications for principals, teachers, and other school leaders to develop school-wide systems of support to improve their internal capacity for facilitating EC-NICs to cultivate CLR relationships and cognitively demanding academic discourse.;

504 a| Includes bibliographical references.;

650 0 a| Culturally relevant pedagogyz| North Carolina.=| ^A1260771;

650 0 a| Rural schoolsz| North Carolina.=| ^A32807;

650 0 a| Middle school studentsz| North Carolinax| Attitudes.=| ^A560695;

650 0 a| Teacher-student relationships.=| ^A11389;

650 0 a| Educational equalization.=| ^A24637;

653 a| culturally and linguistically responsive;

653 a| warm demanders;

653 a| academic discourse;

653 a| participatory action research;

653 a| equity;

653 a| communities of practice;

653 a| networked improvement community;

653 a| community learning exchange;

700 1 a| Militello, Matthew,e| degree supervisor.=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/12809;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6143697;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6143697-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/9/2023x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6143697-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/9/2023x| ETDz| HERESOURCE;

Islands of innovation : examining the nexus between culturally responsive relationships and cognitively demanding academic discourse / by Michael W. Moon.

Author/creator	Moon, Michael W. author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2023.
Description	1 online resource (262 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	Culturally relevant pedagogy--North Carolina. Rural schools--North Carolina. Middle school students--North Carolina. --Attitudes. Teacher-student relationships. Educational equalization.

Variant title	Islands of innovation examining the nexus between culturally responsive relationships and cognitively demanding academic discourse.
Summary	The purpose of the study was to examine the extent to which participants built meaningful culturally and linguistically responsive (CLR) relationships with students and to what extent those same participants engaged in cognitively demanding academic discourse with their students. The participatory action research (PAR) study took place in a rural middle school in eastern North Carolina serving approximately 550 students in grades 6-8 over a period of two academic years from Fall 2021 to Fall 2022. The co-practitioner researcher (CPR) team comprised four eighth-grade teachers and the school principal as lead researcher. The CPR team met biweekly as an Equity-Centered Networked Improvement Community (EC-NIC) (Bryk et al., 2015) and engaged in three cycles of inquiry using Community Learning Exchange methodology and pedagogy (Guajardo et al., 2016) to develop their knowledge, skills, and dispositions as warm demanders (Delpit, 2012; Kleinfeld, 1975; Ladson-Billings, 2009; Ware, 2006) in support of equitable, cognitively demanding academic discourse (Resnick et al., 2015; Vygotsky, 1978; Zwiers, 2007). The findings from the PAR study revealed: (1) Participants demonstrated high empathy but inconsistently high expectations; (2) when a teacher is a warm demander, cognitively demanding academic discourse is much more likely to occur; and (3) teachers created islands of innovation (Fullan, 2001) or pockets of success to develop culturally responsive relationships with students and develop discourse opportunities. The study has implications for principals, teachers, and other school leaders to develop school-wide systems of support to improve their internal capacity for facilitating EC-NICs to cultivate CLR relationships and cognitively demanding academic discourse.
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed June 10, 2024).
Dissertation note	Ed.D. East Carolina University 2023.
Dissertation note	Presented to the Faculty of the Department of Educational Leadership
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Islands of innovation : examining the nexus between culturally responsive relationships and cognitively demanding academic discourse / by Michael W. Moon.

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