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Understanding reflective practice at Punahou School : from institutional aspiration to practitioner action
|Priore-Kim_Paris_r.pdf||Version for non-UH users. Copying/Printing is not permitted||395.87 kB||Adobe PDF||View/Open|
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|Title:||Understanding reflective practice at Punahou School : from institutional aspiration to practitioner action|
|Authors:||Priore-Kim, Paris Troy|
|Issue Date:||Aug 2014|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [August 2014]|
|Abstract:||Punahou School's vision statement reveals a commitment to examination and renewal, which is echoed in the school's inclination toward institutional innovation and in its support of professional development. Notions of growth and ongoing development are deeply embedded in Punahou's historical foundations, and they continue to characterize the ethos of the school. The school's culture supports inquiry and creativity through active discourse, through an openness to new knowledge, and through practitioner autonomy that allows for experimentation. Still, Punahou's scale and complexity make it challenging to apprehend where and how examination and renewal (i.e. reflective practice) take place.|
This study, via a series of questionnaires, seeks to explore practitioner understanding of, and engagement in, reflective practice at Punahou. It looks to identify outcomes of reflective practice, and it aims to understand the mechanisms that impact reflective practice in the Punahou context. With reflection built into the methodology, it examines practitioner assumptions and calls for candid evaluation of practice, surfacing a design meant to foster and sustain reflective practice at Punahou. It also offers general insights as to the anatomy and as to the transformative potential of reflective practice.
|Description:||D.Ed. University of Hawaii at Manoa 2014.|
Includes bibliographical references.
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||Ed.D. - Professional Practice|
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