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

"I'm Leaving!": Understanding the Ef...

Dieterle, Bret S.

FindBook

Google Book

Amazon

博客來

"I'm Leaving!": Understanding the Effects of Action Research Communities on Teacher Retention in One International School.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"I'm Leaving!": Understanding the Effects of Action Research Communities on Teacher Retention in One International School./
作者:	Dieterle, Bret S.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	207 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.
Contained By:	Dissertation Abstracts International80-04A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10980112
ISBN:	9780438723924

"I'm Leaving!": Understanding the Effects of Action Research Communities on Teacher Retention in One International School.
Dieterle, Bret S.

"I'm Leaving!": Understanding the Effects of Action Research Communities on Teacher Retention in One International School. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 207 p.

Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.

Thesis (Ed.D.)--Arizona State University, 2018.

International schools and international education initiatives are experiencing tremendous growth as the world's economy continues to globalize. International schools operating outside of the traditional boundaries of state and national contexts have become havens noted for their diverse and multicultural staff, student bodies and school communities. However, the challenges facing international education have only recently begun to be studied independent from their traditional teaching counterparts. International schools, and any study associated with them, require an individual approach for identifying and solving the challenges unique to their context.

ISBN: 9780438723924Subjects--Topical Terms:

517650
Educational psychology.

"I'm Leaving!": Understanding the Effects of Action Research Communities on Teacher Retention in One International School.
LDR:02650nmm a2200337 4500 001 2204741
005 20190709113044.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438723924
035 $a (MiAaPQ)AAI10980112
035 $a (MiAaPQ)asu:18392
035 $a AAI10980112
040 $a MiAaPQ $c MiAaPQ
100 1 $a Dieterle, Bret S. $3 3431610
245 1 0 $a "I'm Leaving!": Understanding the Effects of Action Research Communities on Teacher Retention in One International School.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 207 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.
500 $a Adviser: Danah Henriksen.
502 $a Thesis (Ed.D.)--Arizona State University, 2018.
520 $a International schools and international education initiatives are experiencing tremendous growth as the world's economy continues to globalize. International schools operating outside of the traditional boundaries of state and national contexts have become havens noted for their diverse and multicultural staff, student bodies and school communities. However, the challenges facing international education have only recently begun to be studied independent from their traditional teaching counterparts. International schools, and any study associated with them, require an individual approach for identifying and solving the challenges unique to their context.
520 $a "I'm Leaving!" is an action research study which incorporates phenomenological hermeneutics, action research, and a transformational innovation to examine the social structures associated with the decision-making process of the "I'm Leaving!" phenomenon and the administrative action developed in response. Guided by Transformational Leadership Theory (TLT), this study combined the latest action research methodological perspectives with hermeneutic tradition and Professional Learning Community (PLC) theory to provide a deep and unflinching view into the real and lived experiences of the one subject often forgot about in educational research: the teacher. The study results confirm previous study findings that teacher feelings and perceptions of the leadership effectiveness, teacher-leader relationships, and teacher professional growth opportunities were all improved after teachers participated in an action research communities.
590 $a School code: 0010.
650 4 $a Educational psychology. $3 517650
650 4 $a Educational leadership. $3 529436
650 4 $a Behavioral psychology. $3 2122788
650 4 $a Personality psychology. $3 2144789
690 $a 0525
690 $a 0449
690 $a 0384
690 $a 0625
710 2 $a Arizona State University. $b Educational Leadership and Policy Studies. $3 1677949
773 0 $t Dissertation Abstracts International $g 80-04A(E).
790 $a 0010
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10980112