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Dr Petri Featured in EdCal

Petri_Teacher EOIt’s always nice to see three years of your life condensed into 1,200 words. It was painful to shrink a 30,000 word tome into a short news article, but I hope the short format brings Teacher EO to a wider audience. In the final summation, no dissertation is truly a solo act. The following people were great supports and helped me finish when I faltered.

Ricardo Sosapavon, a professor from my Master’s program, was instrumental in encouraging me to apply to CSUN’s doctoral program and supported me in my first principalship. For that I will remain forever in his debt. Dr. Rick Moore suggested I look at the literature on entrepreneurship to see if any lessons could be cross-applied to education. He also heartily recommended the highly entrepreneurial, Dr. Rick Castallo to serve as my dissertation chair. Dr. Castallo’s adroit leadership prevented me from getting sidetracked by the various tangents. His encyclopedic knowledge of educational research was indispensible throughout this process. Dr. Peggy Johnson has been an outstanding professor and mentor for the last three years. Michelle Bennett used her 39 years of LAUSD experience to beat any bias from my writing.

I also owe a debt of thanks to the EO community. The following researchers encouraged me in pursuing the line of inquiry that made this dissertation possible: Dawn Bolton, George Dingilian, Tom Lumpkin, Peter Marzec, Marshall Pattie, and Bill Wales. Chris Clegg, Dr. Terrance Jakubowski, Dr. Jinyl (Jason) Li, and Dr. Jonah Schlackman all spent inordinate amounts of their time trying to teach a math-phobic history teacher just enough about quantitative methods to complete this work.

I would be remiss if I did not acknowledge the members of my CSUN doctoral cohort: Jack Bagwell, Suzanne Blake, Jason Beck, Annette Besnilian, Tania Cabeza, Dwayne Cantrell, Pam Castleman, Carla Cretaro, Lynda Daniel, Jay Greenlinger, Eman Hill, Shannon Johnson, Paul Payne, Adrienne Peralta, Cecil Swetland, Jay Tartaro, Rachel Taylor, Ayk Terjimanian, Lorie Thompson, Madeline Latham Wilson, and Rich Underhill. I am proud to have undertaken this journey with you. We laughed together, struggled together, and bonded together. I hope we continue to support each other throughout long and satisfying careers.

Here is a link to the entire dissertation, for those that have trouble sleeping:

 

 

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MOOC Assignment

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For the past few weeks I have been gathering materials and brainstorming assignments for the MOOC I will be co-teaching with Mr. Thomas on Improving Teacher-Student Relationships.  I recently completed another MOOC on Coaching Teachers that used a coaching feedback session and required students to debrief the video in a peer reviewed writing assignment.  Sort of along those lines, we could use an excerpt Solving Problems Together from pp. 129-149 of How to Talk So Kids Can Learn. As an extension activity, course participants will script problem scenarios, or conflicts they have had with students in their classrooms (and wish they could do over) by grade level and topic on the discussion board.

Once published and viewable, these scenarios will provide asynchronous opportunities for participants to practice summarizing the child’s point of view and brainstorming solutions collaboratively.  Finally, we would offer participants a chance to participate in role playing sessions in real time via Skype or Google Hangouts (video chat).  With the right social media tools (Twitter & Facebook) participants may be able to link up and practice some of these techniques together, even if they are continents apart. For participants who cannot participate in the real time chats, we can provide links to the videos so they can view the sessions.  I am open to any feedback and advice on making this a more practical and worthwhile exercise for teachers.