東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

The Impact of a Professional Learning Community upon High School Teachers: A Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of a Professional Learning Community upon High School Teachers: A Case Study./
作者:	Regua, Charley Glen.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	179 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
Contained By:	Dissertations Abstracts International82-05B.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28148511
ISBN:	9798691214844

The Impact of a Professional Learning Community upon High School Teachers: A Case Study.
Regua, Charley Glen.

The Impact of a Professional Learning Community upon High School Teachers: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 179 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: B.

Thesis (Ed.D.)--Northcentral University, 2020.

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

Teachers require ongoing professional development to ensure professional growth and enrichment. Traditionally, professional development has been facilitated by outside providers not entirely acquainted with the teachers or school at which they are presenting. A teacher-led professional learning community is unique because it is in-house, locally-run, teacher-facilitated, and self-sustainable. Determining an impactful and sustaining professional development program distinctive to the school required evaluation on the part of its members. Thus, the problem addressed in this study was that no formal evaluation of this teacher-led professional learning community had been done in order to determine impact on the teachers. This study aimed to determine the impact of a teacher-led professional learning community from the teacher perspective, focusing on teacher instruction, attitudes, and relationships. This qualitative single-case study utilized face-to-face interviews and a focus group to collect in-depth data from 10 participants. Through content analysis and constant comparison, the transcriptions were chunked, and coded, sorted into categories, then examined for themes. Findings revealed that the teacher-led PLC, planned with mutual school-wide goals, impacted teachers by supporting their need for professional development, knowledge sharing, instilling a collaborative attitude, and encouraging the building of relationships.

ISBN: 9798691214844Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Professional development

The Impact of a Professional Learning Community upon High School Teachers: A Case Study.
LDR:02718nmm a2200409 4500 001 2343433
005 20220512065805.5
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798691214844
035 $a (MiAaPQ)AAI28148511
035 $a AAI28148511
040 $a MiAaPQ $c MiAaPQ
100 1 $a Regua, Charley Glen. $3 3681995
245 1 4 $a The Impact of a Professional Learning Community upon High School Teachers: A Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 179 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
500 $a Advisor: Therrell, James A.
502 $a Thesis (Ed.D.)--Northcentral University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Teachers require ongoing professional development to ensure professional growth and enrichment. Traditionally, professional development has been facilitated by outside providers not entirely acquainted with the teachers or school at which they are presenting. A teacher-led professional learning community is unique because it is in-house, locally-run, teacher-facilitated, and self-sustainable. Determining an impactful and sustaining professional development program distinctive to the school required evaluation on the part of its members. Thus, the problem addressed in this study was that no formal evaluation of this teacher-led professional learning community had been done in order to determine impact on the teachers. This study aimed to determine the impact of a teacher-led professional learning community from the teacher perspective, focusing on teacher instruction, attitudes, and relationships. This qualitative single-case study utilized face-to-face interviews and a focus group to collect in-depth data from 10 participants. Through content analysis and constant comparison, the transcriptions were chunked, and coded, sorted into categories, then examined for themes. Findings revealed that the teacher-led PLC, planned with mutual school-wide goals, impacted teachers by supporting their need for professional development, knowledge sharing, instilling a collaborative attitude, and encouraging the building of relationships.
590 $a School code: 1443.
650 4 $a Educational leadership. $3 529436
650 4 $a Educational administration. $3 2122799
650 4 $a Secondary education. $3 2122779
650 4 $a Education policy. $3 2191387
650 4 $a Teacher education. $3 3172312
653 $a Professional development
653 $a Professional learning community
653 $a Teacher leadership
653 $a High school teachers
653 $a Self-sustainability
690 $a 0449
690 $a 0533
690 $a 0530
690 $a 0514
690 $a 0624
690 $a 0458
710 2 $a Northcentral University. $b School of Education. $3 2104297
773 0 $t Dissertations Abstracts International $g 82-05B.
790 $a 1443
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28148511