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Investigating the Link Between a Mid...

Reitz, Hazel Ellie.

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Investigating the Link Between a Middle-level Geography Professional Learning Community and Classroom Practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating the Link Between a Middle-level Geography Professional Learning Community and Classroom Practice./
作者:	Reitz, Hazel Ellie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	229 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10788140
ISBN:	9780438032934

Investigating the Link Between a Middle-level Geography Professional Learning Community and Classroom Practice.
Reitz, Hazel Ellie.

Investigating the Link Between a Middle-level Geography Professional Learning Community and Classroom Practice. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 229 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Northern Illinois University, 2018.

This phenomenological case study examined the link between teacher practice within the classroom and a newly implemented middle school social studies Professional Learning Community (PLC). More specifically, the use of mandates, theories, and activities were investigated through a series of teacher interviews, classroom observations, post-observation discussions, and PLC observations. The participants included in this study were from one seventh grade geography PLC, consisting of ten members, three of which agreed to be further interviewed and observed. Member checking, peer reviews, and a reflexive journal were used to ensure the trustworthiness of the data, and open and selective coding were used to analyze data.

ISBN: 9780438032934Subjects--Topical Terms:

3172312
Teacher education.

Investigating the Link Between a Middle-level Geography Professional Learning Community and Classroom Practice.
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520 $a This phenomenological case study examined the link between teacher practice within the classroom and a newly implemented middle school social studies Professional Learning Community (PLC). More specifically, the use of mandates, theories, and activities were investigated through a series of teacher interviews, classroom observations, post-observation discussions, and PLC observations. The participants included in this study were from one seventh grade geography PLC, consisting of ten members, three of which agreed to be further interviewed and observed. Member checking, peer reviews, and a reflexive journal were used to ensure the trustworthiness of the data, and open and selective coding were used to analyze data.
520 $a In a climate where social studies, and particularly geography education, is not a priority and many teachers are often under qualified to teach specific content, PLCs can provide schools with continued, challenging, and quality support by using the expertise of teachers within their own building. The findings of this research suggest that teachers value time spent within their PLCs, and their knowledge, classroom activities, and attitude toward the subject of social studies changed in a positive way because of the PLC. The researcher found that teachers were willing and eager to improve classroom instruction, if they were provided the time for collaboration. Also, the way PLCs are implemented matters: schools should keep in mind theories on educational change, allow teachers to determine the course of their PLCs, provide teachers more time for coaching one another, incorporate theory and best practices into collaboration time, and encourage teachers to develop support networks beyond the realm of the building. Professional Learning Communities have the potential to provide students with a quality social studies education.
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