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From Doing to Being: Nurturing Profe...

MacKinney, Bennett.

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From Doing to Being: Nurturing Professional Learning Communities With Peer Observation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	From Doing to Being: Nurturing Professional Learning Communities With Peer Observation./
Author:	MacKinney, Bennett.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	122 p.
Notes:	Source: Dissertations Abstracts International, Volume: 76-11, Section: A.
Contained By:	Dissertations Abstracts International76-11A.
Subject:	Educational evaluation. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700775
ISBN:	9781321708653

From Doing to Being: Nurturing Professional Learning Communities With Peer Observation.
MacKinney, Bennett.

From Doing to Being: Nurturing Professional Learning Communities With Peer Observation. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 122 p.

Source: Dissertations Abstracts International, Volume: 76-11, Section: A.

Thesis (Ed.D.)--Arizona State University, 2015.

This item must not be sold to any third party vendors.

In this dissertation I employed a culminating cycle of action research following two earlier ones to facilitate the creation of a professional learning community (PLC). My research took place at an elementary school in an urban area of the American southwest. As principal of this school I had initiated the policies and procedures that were often recommended to create PLCs. However, observations of teachers in PLC meetings indicated that conversations focused on logistical planning issues, rather than on the in-depth pedagogical discussions that characterize high functioning PLCs. To address this problem I introduced a form of peer observation into the PLC meeting. This was achieved by showing short video recordings of teachers in their classrooms. I used a mixed methods approach to investigate how this innovation influenced three constructs associated with PLC meetings: professional learning, the sharing of tacit teaching knowledge, and collaboration in the PLC. Quantitative data consisted of responses to a survey given as a pre-, post-, and retrospective pre-test. Results showed significant gains for all three constructs between the retrospective pre-test and the post-test, but no significant gain between the pre- and post-test. Analysis of qualitative data produced four assertions. First, the process of peer observation during a PLC meeting benefitted the personal learning of teachers. Second, peer observation benefitted teacher teams' abilities to demonstrate the critical behaviors of a true PLC. Third, the process of facilitating peer observation through video recordings evoked negative emotions. Fourth, the degree to which teachers were able to learn from a video was influenced by their perceptions of the video's authenticity and similarity to their own classrooms. In the discussion, complementarity of the quantitative and qualitative data was described and results were explained in terms of previous research and established theory. Additionally, practical lessons that were learned, limitations, and research implications were described. In a concluding section, I discussed my personal learning regarding leadership, innovation, and action research; the purpose of the doctorate in education; and strengthening connections between research and practitioners.

ISBN: 9781321708653Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

American southwest

From Doing to Being: Nurturing Professional Learning Communities With Peer Observation.
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520 $a In this dissertation I employed a culminating cycle of action research following two earlier ones to facilitate the creation of a professional learning community (PLC). My research took place at an elementary school in an urban area of the American southwest. As principal of this school I had initiated the policies and procedures that were often recommended to create PLCs. However, observations of teachers in PLC meetings indicated that conversations focused on logistical planning issues, rather than on the in-depth pedagogical discussions that characterize high functioning PLCs. To address this problem I introduced a form of peer observation into the PLC meeting. This was achieved by showing short video recordings of teachers in their classrooms. I used a mixed methods approach to investigate how this innovation influenced three constructs associated with PLC meetings: professional learning, the sharing of tacit teaching knowledge, and collaboration in the PLC. Quantitative data consisted of responses to a survey given as a pre-, post-, and retrospective pre-test. Results showed significant gains for all three constructs between the retrospective pre-test and the post-test, but no significant gain between the pre- and post-test. Analysis of qualitative data produced four assertions. First, the process of peer observation during a PLC meeting benefitted the personal learning of teachers. Second, peer observation benefitted teacher teams' abilities to demonstrate the critical behaviors of a true PLC. Third, the process of facilitating peer observation through video recordings evoked negative emotions. Fourth, the degree to which teachers were able to learn from a video was influenced by their perceptions of the video's authenticity and similarity to their own classrooms. In the discussion, complementarity of the quantitative and qualitative data was described and results were explained in terms of previous research and established theory. Additionally, practical lessons that were learned, limitations, and research implications were described. In a concluding section, I discussed my personal learning regarding leadership, innovation, and action research; the purpose of the doctorate in education; and strengthening connections between research and practitioners.
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