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

Professional learning communities: T...

Atta, George Prince.

FindBook

Google Book

Amazon

博客來

Professional learning communities: The American experience and its implications for Ghana and other international school systems.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Professional learning communities: The American experience and its implications for Ghana and other international school systems./
作者:	Atta, George Prince.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	176 p.
附註:	Source: Dissertations Abstracts International, Volume: 77-01, Section: A.
Contained By:	Dissertations Abstracts International77-01A.
標題:	African Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714327
ISBN:	9781321915617

Professional learning communities: The American experience and its implications for Ghana and other international school systems.
Atta, George Prince.

Professional learning communities: The American experience and its implications for Ghana and other international school systems. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 176 p.

Source: Dissertations Abstracts International, Volume: 77-01, Section: A.

Thesis (Ph.D.)--The University of North Dakota, 2015.

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

The purpose of this study was to develop better understanding of professional learning communities (PLCs) and how they have evolved over the years as a comprehensive school reform to improve teachers' knowledge, skills, and instructional practice as well as students' achievement during accountability periods. It also explored whether learning communities had democratic principles as their foundations. The study revealed how learning communities had evolved historically, conceptually, and theoretically. It also revealed that with commitment on the part of principals and teachers, and principals distributing leadership, PLCs were very effective in enhancing the knowledge and instructional strategies of teachers, and improving students' learning. There was a change in the culture of schools that implemented PLCs as the habits and minds of teachers transformed in their day-to-day classrooms activities. Further, the study revealed that through common vision, collective participation in discussion, collective decision making, listening to the views of teachers in their groups, considering minority perspectives, and the opportunities provided for the voices of teachers to be heard exemplified democratic principles in PLCs. I reviewed teacher education/collaboration in several countries: Ethiopia, Namibia, Ghana, Japan, China, and Singapore. Finally, I suggest ways in which PLCs could be harnessed to change teacher professional development if implemented in the Ghanaian educational system to improve teachers' instructional practice and students' learning outcomes.

ISBN: 9781321915617Subjects--Topical Terms:

1669436
African Studies.

Professional learning communities: The American experience and its implications for Ghana and other international school systems.
LDR:02729nmm a2200337 4500 001 2208364
005 20191010070920.5
008 201008s2015 ||||||||||||||||| ||eng d
020 $a 9781321915617
035 $a (MiAaPQ)AAI3714327
035 $a (MiAaPQ)und:10693
035 $a AAI3714327
040 $a MiAaPQ $c MiAaPQ
100 1 $a Atta, George Prince. $3 3435397
245 1 0 $a Professional learning communities: The American experience and its implications for Ghana and other international school systems.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 176 p.
500 $a Source: Dissertations Abstracts International, Volume: 77-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Gershman, Kathleen.
502 $a Thesis (Ph.D.)--The University of North Dakota, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to develop better understanding of professional learning communities (PLCs) and how they have evolved over the years as a comprehensive school reform to improve teachers' knowledge, skills, and instructional practice as well as students' achievement during accountability periods. It also explored whether learning communities had democratic principles as their foundations. The study revealed how learning communities had evolved historically, conceptually, and theoretically. It also revealed that with commitment on the part of principals and teachers, and principals distributing leadership, PLCs were very effective in enhancing the knowledge and instructional strategies of teachers, and improving students' learning. There was a change in the culture of schools that implemented PLCs as the habits and minds of teachers transformed in their day-to-day classrooms activities. Further, the study revealed that through common vision, collective participation in discussion, collective decision making, listening to the views of teachers in their groups, considering minority perspectives, and the opportunities provided for the voices of teachers to be heard exemplified democratic principles in PLCs. I reviewed teacher education/collaboration in several countries: Ethiopia, Namibia, Ghana, Japan, China, and Singapore. Finally, I suggest ways in which PLCs could be harnessed to change teacher professional development if implemented in the Ghanaian educational system to improve teachers' instructional practice and students' learning outcomes.
590 $a School code: 0156.
650 4 $a African Studies. $3 1669436
650 4 $a Educational leadership. $3 529436
650 4 $a Teacher education. $3 3172312
690 $a 0293
690 $a 0449
690 $a 0530
710 2 $a The University of North Dakota. $b Educational Foundation and Research. $3 2097816
773 0 $t Dissertations Abstracts International $g 77-01A.
790 $a 0156
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714327