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

Creating Professional Learning Progr...

Lowe, Nicole M.

FindBook

Google Book

Amazon

博客來

Creating Professional Learning Programs that Recognize Teachers as Adult Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Creating Professional Learning Programs that Recognize Teachers as Adult Learners./
作者:	Lowe, Nicole M.
面頁冊數:	243 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Continuing education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688017
ISBN:	9781321661330

Creating Professional Learning Programs that Recognize Teachers as Adult Learners.
Lowe, Nicole M.

Creating Professional Learning Programs that Recognize Teachers as Adult Learners. - 243 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ed.D.)--Walden University, 2015.

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

According to recent research, approximately 40-50% of teachers leave the profession within the first 5 years, creating a constant need for teachers. There is evidence that creating a supportive working environment through effective professional learning, drawing on adult learning theory, may reduce teacher turnover and increase student performance. This study explored teachers' perceptions about the professional development offerings available to them, how these perceptions influence their decisions to remain at the school, and what types of professional learning experiences teachers want to experience. Fourteen high school teachers participated in individual interviews and 2 focus groups, which were analyzed inductively for themes. Participants revealed that voice, choice, effective professional development, time, collaboration, school climate, and the district's professional development program were instrumental in creating a supportive environment. These results suggest that creating professional learning programs that incorporate the attributes of effective professional learning and encourage teacher participation are important at all points of the process. A professional learning plan project was designed in response to the study findings and recommendations. This study may lead to social change by providing the target school district and its building level administrators with a plan for professional learning based on teacher input, effective practices, and adult learning theory to use as a viable method to retain effective educators that, in turn, may result in improved student performance.

ISBN: 9781321661330Subjects--Topical Terms:

527504
Continuing education.

Creating Professional Learning Programs that Recognize Teachers as Adult Learners.
LDR:02586nmm a2200301 4500 001 2060368
005 20150828095347.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321661330
035 $a (MiAaPQ)AAI3688017
035 $a AAI3688017
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lowe, Nicole M. $3 3174516
245 1 0 $a Creating Professional Learning Programs that Recognize Teachers as Adult Learners.
300 $a 243 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: James P. Keen.
502 $a Thesis (Ed.D.)--Walden University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a According to recent research, approximately 40-50% of teachers leave the profession within the first 5 years, creating a constant need for teachers. There is evidence that creating a supportive working environment through effective professional learning, drawing on adult learning theory, may reduce teacher turnover and increase student performance. This study explored teachers' perceptions about the professional development offerings available to them, how these perceptions influence their decisions to remain at the school, and what types of professional learning experiences teachers want to experience. Fourteen high school teachers participated in individual interviews and 2 focus groups, which were analyzed inductively for themes. Participants revealed that voice, choice, effective professional development, time, collaboration, school climate, and the district's professional development program were instrumental in creating a supportive environment. These results suggest that creating professional learning programs that incorporate the attributes of effective professional learning and encourage teacher participation are important at all points of the process. A professional learning plan project was designed in response to the study findings and recommendations. This study may lead to social change by providing the target school district and its building level administrators with a plan for professional learning based on teacher input, effective practices, and adult learning theory to use as a viable method to retain effective educators that, in turn, may result in improved student performance.
590 $a School code: 0543.
650 4 $a Continuing education. $3 527504
650 4 $a Education policy. $3 2191387
650 4 $a Teacher education. $3 3172312
690 $a 0651
690 $a 0458
690 $a 0530
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 76-08A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688017