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

Teachers as learners: A study of ele...

Schon, Dana A.

FindBook

Google Book

Amazon

博客來

Teachers as learners: A study of elementary teachers' implementation of the Iowa Professional Development Model.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teachers as learners: A study of elementary teachers' implementation of the Iowa Professional Development Model./
作者:	Schon, Dana A.
面頁冊數:	119 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
Contained By:	Dissertation Abstracts International72-08A.
標題:	Education, Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3458072
ISBN:	9781124693057

Teachers as learners: A study of elementary teachers' implementation of the Iowa Professional Development Model.
Schon, Dana A.

Teachers as learners: A study of elementary teachers' implementation of the Iowa Professional Development Model. - 119 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .

Thesis (Ed.D.)--Drake University, 2011.

Research in the field of professional development, though growing, is void of studies exploring the implementation of models of professional development, particularly in districts with high achievement. This inquiry was designed to examine the perception of elementary teachers of their implementation of the Iowa Professional Development Model in a high achieving Iowa school district and to explore operational variability regarding the implementation of the model.

ISBN: 9781124693057Subjects--Topical Terms:

1669025
Education, Pedagogy.

Teachers as learners: A study of elementary teachers' implementation of the Iowa Professional Development Model.
LDR:03591nam 2200337 4500 001 1404037
005 20111116122912.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124693057
035 $a (UMI)AAI3458072
035 $a AAI3458072
040 $a UMI $c UMI
100 1 $a Schon, Dana A. $3 1683335
245 1 0 $a Teachers as learners: A study of elementary teachers' implementation of the Iowa Professional Development Model.
300 $a 119 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
500 $a Adviser: David Darnell.
502 $a Thesis (Ed.D.)--Drake University, 2011.
520 $a Research in the field of professional development, though growing, is void of studies exploring the implementation of models of professional development, particularly in districts with high achievement. This inquiry was designed to examine the perception of elementary teachers of their implementation of the Iowa Professional Development Model in a high achieving Iowa school district and to explore operational variability regarding the implementation of the model.
520 $a Naturalistic inquiry (Lincoln & Guba, 1985) provided the theoretical framework for this study. Data were collected through multiple sources: an online survey that provided not only demographic data but also self-reported implementation data; district documents, including the comprehensive school improvement plan and the building goal documents; and focus group interviews. In naturalistic inquiry data collection and analysis occur simultaneously. To facilitate analysis, survey data were organized into cross-tabulations; and the text responses to the open-ended survey question were processed via a Concordance(c) program, entered into data tables, and coded according to emergent themes using the naturalistic approach to the constant comparison method. Focus group interview transcriptions were processed and analyzed using the same approach.
520 $a Findings suggest teachers had an abstract, general understanding of the Iowa Professional Development Model, but that they would welcome the opportunity to deepen their understanding. Teachers reported engaging to the greatest extent in the professional development components of collaboration, reflection, and analysis of student achievement; but they reported engaging least in peer observation and coaching. Overwhelmingly, teachers viewed professional development as focused on their learning and identified time as a critical resource. Teachers acknowledged the importance of both building and district leadership to systematize their work in school improvement. Although teachers engaged in the components of professional development, their participation and response varied. Teachers felt the pressure of competing interests and limited time and opportunity to address them.
520 $a District leaders should consider communicating and explaining the Iowa Professional Development Model with the intended outcome of a full implementation at both the district-wide and school levels. In addition, leaders should consider periodic audits of time to increase awareness as to how teachers and leaders are spending their time.
590 $a School code: 0387.
650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Education, Teacher Training. $3 783747
690 $a 0456
690 $a 0530
710 2 $a Drake University. $b School of Education. $3 1683336
773 0 $t Dissertation Abstracts International $g 72-08A.
790 1 0 $a Darnell, David, $e advisor
790 1 0 $a Beisser, Sally $e committee member
790 1 0 $a Calhoun, Emily $e committee member
790 $a 0387
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3458072