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dc.contributor.author Hunzicker, Jana
dc.date.accessioned 2010-03-18T18:38:53Z
dc.date.available 2010-03-18T18:38:53Z
dc.date.issued 2009-10
dc.identifier.citation Hunzicker, Jana. 2009. "Rigor, Reward, and Risk: Learning Leverage during National Board Candidacy". Poster presented at the 6th annual conference for the International Society for the Scholarship of Teaching and Learning. October 22-25, 2009: Bloomington, IN. en
dc.identifier.uri http://hdl.handle.net/2022/6800
dc.description.abstract Learning leverage is characterized by three interactive dynamics: rigor, reward, and risk. Together, they create uncomfortable yet positive pressure that usually results in teacher learning. The model of learning leverage helps explain why most teachers consider National Board candidacy such a powerful learning experience and provides insight as to why some teachers learn much and others learn little through the experience. The model is applicable to learning experiences other than National Board candidacy, such as teacher professional development, mentoring and induction, and PK-16 classroom instruction. en
dc.language.iso en_US en
dc.publisher International Society for the Scholarship of Teaching and Learning en
dc.subject Teacher learning en
dc.subject National Board candidacy en
dc.subject National Board for Professional Teaching Standards (NBPTS) en
dc.subject NBPTS certification en
dc.subject Professional development en
dc.title Rigor, Reward, and Risk: Learning Leverage during National Board Candidacy en
dc.type Presentation en


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