English, Department of
Date of this Version
Spring 5-2015
Abstract
The following thesis addresses the problem of creating a culture of writing excellence at a large, urban school. I will show how the Embedded Institute model helped our school to reconsider our professional development model and to create writing leaders across the content areas. The thesis will make the argument for something larger than test scores through qualitative feedback from teacher participants.
Adviser: Robert Brooke
Included in
Other Rhetoric and Composition Commons, Other Teacher Education and Professional Development Commons
Comments
A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: English, Under the Supervision of Professor Robert Brooke. Lincoln, Nebraska: May, 2015
Copyright (c) 2015 Melanie K. Farber