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Changing a high school's master sche...

Everett, Colin.

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Changing a high school's master schedule to foster teacher collaboration with a focus on instruction: A case study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Changing a high school's master schedule to foster teacher collaboration with a focus on instruction: A case study./
作者:	Everett, Colin.
面頁冊數:	153 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-01(E), Section: A.
Contained By:	Dissertation Abstracts International74-01A(E).
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3525752
ISBN:	9781267593078

Changing a high school's master schedule to foster teacher collaboration with a focus on instruction: A case study.
Everett, Colin.

Changing a high school's master schedule to foster teacher collaboration with a focus on instruction: A case study. - 153 p.

Source: Dissertation Abstracts International, Volume: 74-01(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2012.

This study sought to understand teachers' and administrators' perceptions of a high school master schedule that is designed to allow for regular peer collaboration and professional development. The study was guided by two central research questions: 1. How do teachers and administrators perceive their high school master schedule that prioritizes regularly scheduled professional development and collaboration impacting student learning? 2. How do teachers and administrators think the master schedule could be revised to better support teacher development and student learning?

ISBN: 9781267593078Subjects--Topical Terms:

539262
Education, Secondary.

Changing a high school's master schedule to foster teacher collaboration with a focus on instruction: A case study.
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245 1 0 $a Changing a high school's master schedule to foster teacher collaboration with a focus on instruction: A case study.
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500 $a Source: Dissertation Abstracts International, Volume: 74-01(E), Section: A.
500 $a Adviser: Chris Unger.
502 $a Thesis (Ed.D.)--Northeastern University, 2012.
520 $a This study sought to understand teachers' and administrators' perceptions of a high school master schedule that is designed to allow for regular peer collaboration and professional development. The study was guided by two central research questions: 1. How do teachers and administrators perceive their high school master schedule that prioritizes regularly scheduled professional development and collaboration impacting student learning? 2. How do teachers and administrators think the master schedule could be revised to better support teacher development and student learning?
520 $a The research project utilized a single site case study where interviews, document analysis, observation, and questionnaires provided data to inform an analysis in response to the research questions. The location is a large suburban high school located in Southern New England that has recently undertaken significant redesign of its master schedule to increase ongoing professional development and teacher collaboration. The study is interpreted through the theoretical lenses of deconstructionism and organizational culture theory.
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