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

Learning and collaboration in profes...

Sturko, Patricia Ann.

Linked to FindBook

Google Book

Amazon

博客來

Learning and collaboration in professional development for career and technical education teachers: A multi-case study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Learning and collaboration in professional development for career and technical education teachers: A multi-case study./
Author:	Sturko, Patricia Ann.
Description:	280 p.
Notes:	Adviser: James A. Gregson.
Contained By:	Dissertation Abstracts International68-05A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3265575
ISBN:	9780549042679

Learning and collaboration in professional development for career and technical education teachers: A multi-case study.
Sturko, Patricia Ann.

Learning and collaboration in professional development for career and technical education teachers: A multi-case study. - 280 p.

Adviser: James A. Gregson.

Thesis (Ph.D.)--University of Idaho, 2007.

With recent federal legislation requiring Career and Technical Education (CTE) teachers to integrate academic skills into their technical curricula, CTE teachers need meaningful professional development that enhances their pedagogical expertise and provides opportunities to collaborate with their academic colleagues. Research has shown that professional development should be on-going, school-based and collaborative to improve teacher practice, but teachers are still being offered the one-size-fits-all workshops that focus more on disseminating information rather than providing teachers with learning experiences that are directly related to the classroom.

ISBN: 9780549042679Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Learning and collaboration in professional development for career and technical education teachers: A multi-case study.
LDR:03544nam 2200325 a 45 001 958148
005 20110704
008 110704s2007 ||||||||||||||||| ||eng d
020 $a 9780549042679
035 $a (UMI)AAI3265575
035 $a AAI3265575
040 $a UMI $c UMI
100 1 $a Sturko, Patricia Ann. $3 1281610
245 1 0 $a Learning and collaboration in professional development for career and technical education teachers: A multi-case study.
300 $a 280 p.
500 $a Adviser: James A. Gregson.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1890.
502 $a Thesis (Ph.D.)--University of Idaho, 2007.
520 $a With recent federal legislation requiring Career and Technical Education (CTE) teachers to integrate academic skills into their technical curricula, CTE teachers need meaningful professional development that enhances their pedagogical expertise and provides opportunities to collaborate with their academic colleagues. Research has shown that professional development should be on-going, school-based and collaborative to improve teacher practice, but teachers are still being offered the one-size-fits-all workshops that focus more on disseminating information rather than providing teachers with learning experiences that are directly related to the classroom.
520 $a This multi-case study explored the learning and collaboration of CTE teachers in two different types of professional development experiences: (1) a course on integrating reading, writing, and mathematics skills into CTE curricula, delivered by a master teacher; and (2) a small teacher study group that met regularly for the purpose of improving teaching practice. Both professional development experiences occurred at a comprehensive senior high school and involved both CTE and academic teachers.
520 $a Six CTE teachers from different content areas served as participants for the individual case studies. The teachers participated in either the integration course or the study group, or both. Qualitative data was collected from participant interviews, classroom observations, participant reflections, classroom documents such as lesson plans and instructional strategies, field notes from classes and study group meetings, course surveys and study group assessments, and the researcher's reflections and analytic memos. Each case was analyzed individually and then cases were analyzed comparatively to generate common categories and themes among and between the cases.
520 $a The study found that different types of teacher learning and collaboration occurred, depending on the context, process, content and structure of the professional development experience. In addition, both professional development experiences were conducive to adult learning because they provided an environment that acknowledged and responded to the unique needs of teachers as adult learners. While the integration course emphasized building knowledge and pedagogical expertise about integration, the study group focused on building professional knowledge and community through sharing and support. Both professional development activities provided teachers with opportunities to collaborate and to grow as professionals.
590 $a School code: 0089.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Vocational. $3 1017499
690 $a 0516
690 $a 0530
690 $a 0747
710 2 $a University of Idaho. $3 718915
773 0 $t Dissertation Abstracts International $g 68-05A.
790 $a 0089
790 1 0 $a Gregson, James A., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3265575