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Understanding the outcomes of self-d...

Unkart, Sharon D.

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Understanding the outcomes of self-designed, extraordinary professional development experiences on secondary STEM and social studies teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding the outcomes of self-designed, extraordinary professional development experiences on secondary STEM and social studies teachers./
Author:	Unkart, Sharon D.
Description:	178 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3667245
ISBN:	9781321412260

Understanding the outcomes of self-designed, extraordinary professional development experiences on secondary STEM and social studies teachers.
Unkart, Sharon D.

Understanding the outcomes of self-designed, extraordinary professional development experiences on secondary STEM and social studies teachers. - 178 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--University of Colorado at Denver, 2014.

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

Professionals across disciplines are required to participate in professional development. However, the quality of these experiences are not always high and the goals of the experiences are often unclear. In education specifically, K-12 teachers participate in professional development both for personal growth reasons and because of professional requirements. Using hermeneutic phenomenological case study, this research investigated the potential outcomes of self-designed, extraordinary professional development. The participants were five secondary STEM or social studies teachers who successfully applied for a grant from the private, nonprofit organization Fund for Teachers. Each teacher was treated as his or her own bounded case, and then cross-case analysis was done to create an invariant structure of the essence of designing one's own extraordinary professional development. Findings suggest that such holistic professional learning experiences produce positive outcomes for participants including increased confidence in themselves, passion for their content, renewed interest in teaching, and increased professional participation in education outside of the classroom. Thematic analysis revealed six themes as a result of designing one's own professional development: passion, renewal, authenticity, confidence, inspiration, and validation.

ISBN: 9781321412260Subjects--Topical Terms:

2122799
Educational administration.

Understanding the outcomes of self-designed, extraordinary professional development experiences on secondary STEM and social studies teachers.
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245 1 0 $a Understanding the outcomes of self-designed, extraordinary professional development experiences on secondary STEM and social studies teachers.
300 $a 178 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Advisers: Michael Marlow; Alan Davis.
502 $a Thesis (Ph.D.)--University of Colorado at Denver, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Professionals across disciplines are required to participate in professional development. However, the quality of these experiences are not always high and the goals of the experiences are often unclear. In education specifically, K-12 teachers participate in professional development both for personal growth reasons and because of professional requirements. Using hermeneutic phenomenological case study, this research investigated the potential outcomes of self-designed, extraordinary professional development. The participants were five secondary STEM or social studies teachers who successfully applied for a grant from the private, nonprofit organization Fund for Teachers. Each teacher was treated as his or her own bounded case, and then cross-case analysis was done to create an invariant structure of the essence of designing one's own extraordinary professional development. Findings suggest that such holistic professional learning experiences produce positive outcomes for participants including increased confidence in themselves, passion for their content, renewed interest in teaching, and increased professional participation in education outside of the classroom. Thematic analysis revealed six themes as a result of designing one's own professional development: passion, renewal, authenticity, confidence, inspiration, and validation.
590 $a School code: 0765.
650 4 $a Educational administration. $3 2122799
650 4 $a Adult education. $3 543202
650 4 $a Secondary education. $3 2122779
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650 4 $a Teacher education. $3 3172312
650 4 $a Educational evaluation. $3 526425
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710 2 $a University of Colorado at Denver. $b Educational Studies and Research. $3 2036351
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