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

Teacher Perceptions of their Common ...

Hockaday, Lisa Marie.

Linked to FindBook

Google Book

Amazon

博客來

Teacher Perceptions of their Common Core Professional Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Perceptions of their Common Core Professional Development./
Author:	Hockaday, Lisa Marie.
Description:	143 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
Subject:	Continuing education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3729969
ISBN:	9781339160030

Teacher Perceptions of their Common Core Professional Development.
Hockaday, Lisa Marie.

Teacher Perceptions of their Common Core Professional Development. - 143 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (Ed.D.)--Piedmont College, 2015.

Over several decades, school reform efforts have been mounted in order to improve student learning and to prepare students for a global community. In 2010, governors from the fifty states met and supported the establishment of national standards, the Common Core State Standards, to prepare students for college and careers. Georgia adopted the Common Core State Standards, and as with any new curriculum adoption, professional development is usually provided. During the 2011--2012 school year, school systems across Georgia provided various professional development opportunities for teachers to learn about the Common Core State Standards. The purpose of this study was to examine teachers' perceptions of their Common Core professional development and utilized a survey consisting of multiple choice and open-ended questions. Three hundred seventy-two educators from sixteen school districts across the state of Georgia participated in this study. Three main themes emerged: Teachers prefer working in smaller, collaborative groups in professional development; teachers were satisfied with their school and school district's training but did not receive consistent follow-up, modeling, or coaching afterwards; teachers utilized websites developed to support the Common Core State Standards and relied on their colleagues in order to learn more about the curriculum and to implement the standards.

ISBN: 9781339160030Subjects--Topical Terms:

527504
Continuing education.

Teacher Perceptions of their Common Core Professional Development.
LDR:02275nmm a2200289 4500 001 2115081
005 20161114124752.5
008 180830s2015 ||||||||||||||||| ||eng d
020 $a 9781339160030
035 $a (MiAaPQ)AAI3729969
035 $a AAI3729969
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hockaday, Lisa Marie. $3 3276712
245 1 0 $a Teacher Perceptions of their Common Core Professional Development.
300 $a 143 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500 $a Adviser: Donald Gnecco.
502 $a Thesis (Ed.D.)--Piedmont College, 2015.
520 $a Over several decades, school reform efforts have been mounted in order to improve student learning and to prepare students for a global community. In 2010, governors from the fifty states met and supported the establishment of national standards, the Common Core State Standards, to prepare students for college and careers. Georgia adopted the Common Core State Standards, and as with any new curriculum adoption, professional development is usually provided. During the 2011--2012 school year, school systems across Georgia provided various professional development opportunities for teachers to learn about the Common Core State Standards. The purpose of this study was to examine teachers' perceptions of their Common Core professional development and utilized a survey consisting of multiple choice and open-ended questions. Three hundred seventy-two educators from sixteen school districts across the state of Georgia participated in this study. Three main themes emerged: Teachers prefer working in smaller, collaborative groups in professional development; teachers were satisfied with their school and school district's training but did not receive consistent follow-up, modeling, or coaching afterwards; teachers utilized websites developed to support the Common Core State Standards and relied on their colleagues in order to learn more about the curriculum and to implement the standards.
590 $a School code: 1668.
650 4 $a Continuing education. $3 527504
650 4 $a Curriculum development. $3 684418
650 4 $a Teacher education. $3 3172312
690 $a 0651
690 $a 0727
690 $a 0530
710 2 $a Piedmont College. $b School of Education. $3 3185709
773 0 $t Dissertation Abstracts International $g 77-03A(E).
790 $a 1668
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3729969