東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Investigating the Link Between a Mid...

Reitz, Hazel Ellie.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Investigating the Link Between a Middle-level Geography Professional Learning Community and Classroom Practice./
Author:	Reitz, Hazel Ellie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	229 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Teacher education. -
Online resource:	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.
LDR:02888nmm a2200325 4500 001 2163214
005 20181022132218.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780438032934
035 $a (MiAaPQ)AAI10788140
035 $a (MiAaPQ)niu:13150
035 $a AAI10788140
040 $a MiAaPQ $c MiAaPQ
100 1 $a Reitz, Hazel Ellie. $3 3351230
245 1 0 $a Investigating the Link Between a Middle-level Geography Professional Learning Community and Classroom Practice.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 229 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Mary Beth Henning.
502 $a Thesis (Ed.D.)--Northern Illinois University, 2018.
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.
590 $a School code: 0162.
650 4 $a Teacher education. $3 3172312
650 4 $a Social sciences education. $3 2144735
650 4 $a Geography. $3 524010
690 $a 0530
690 $a 0534
690 $a 0366
710 2 $a Northern Illinois University. $b Curriculum and Instruction. $3 3351231
773 0 $t Dissertation Abstracts International $g 79-10A(E).
790 $a 0162
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10788140