GED-8516-Leadership-TRSL-A-Dissertation-Prospectus

Apr 30th, 2015
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Hamline University
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My interest in constructivism, community building, and engaged pedagogy has become more evident in my classroom practice as I have grown both professionally and personally. As an English Language (EL) teacher, I have been charged with a very special task; I serve as a steward, a parent, an educator, and a role model. Every morning when I wake up, I feel blessed, and that is not a light statement to make after working in the same school for the past fifteen years.

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Amy M Hewett-OlatundeTRSL A: ProspectusGED 8516 LeadershipSpring 2014Hamline UniversityDissertation ProspectusAmy Hewett-Olatunde, EdD7Introduction to Research Topic and QuestionMy interest in constructivism, community building, and engaged pedagogy has become more evident in my classroom practice as I have grown both professionally and personally. As an English Language (EL) teacher, I have been charged with a very special task; I serve as a steward, a parent, an educator, and a role model. Every morning when I wake up, I feel blessed, and that is not a light statement to make after working in the same school for the past fifteen years. I know my day will be one of growth, bonding, and learning for both my students and myself. As an EL teacher, I need to ask myself the following questions: How can my students learn academically while growing emotionally every single day in my class? What do I bring to these students to make their day productive, while feeling that they truly belong to a community?My interest in engaged pedagogy stems from a deep-seeded love for youth and empowering them through a holistic education. Engaged pedagogys central focus is on the well-being of an individual. The teacher must be committed to a process of self-actualization that promotes their own well-being if they are able to teach students in a manner that empowers students (hooks, 1994, p. 15). I am highly intrigued in how engaged pedagogy lends itself to

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