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

A case study of a school district: A...

Ohrt, Teresa L.

FindBook

Google Book

Amazon

博客來

A case study of a school district: Administrators' intentions and teachers' perceptions of professional development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A case study of a school district: Administrators' intentions and teachers' perceptions of professional development./
作者:	Ohrt, Teresa L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	217 p.
附註:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
標題:	School administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3717431
ISBN:	9781321969108

A case study of a school district: Administrators' intentions and teachers' perceptions of professional development.
Ohrt, Teresa L.

A case study of a school district: Administrators' intentions and teachers' perceptions of professional development. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 217 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ed.D.)--Washington State University, 2015.

This item must not be added to any third party search indexes.

This study outlines the research problem, reviews relevant literature, describes research methods, and presents findings addressing the research topic: "A Case Study of a School District: Administrators' Intentions and Teachers' Perceptions of Professional Development." Professional development provides opportunities for teachers to improve their practice to impact student learning. Previous research identifies effective elements of professional development such as specific forms, duration of time, participation, content focus, active learning, and coherence (Croft, Coggshall, Dolan, Powers & Killion, 2010; Garet, Porter, Desimone, Birman, & Yoon, 2001). This study was a qualitative case study with a phenomenological approach that included interviews with two district administrators, three building administrators and nine teachers. The analysis determined the district's professional development system, what administrators' intended, what professional development aspects teachers deemed as most effective, and what teachers perceived as the impact of the professional development on their practice. Results about the professional development for this district are presented from the perspective of participants at each level: district administration, building administration, and teacher. There were two key aspects related to PD at the district level. Professional development in the Nain School District encompassed a system-wide responsibility and requirement. Available PD offerings were limited in content and instructional practice, and allowed for a limited amount of choices for teachers. The teacher outcomes that building administrators intended as a result of PD comprised of the improvement of quality instruction, increased professional capacity, collaboration with Professional Learning Communities, and the support of common building goals. The aspects of professional development experiences teachers found most beneficial included ongoing sessions, immersion in specific content focus, and relevant instructional strategies. Other aspects that teachers found beneficial were modeling instructional strategies, active participation, resource access, and reflective practice. The impact on professional growth that teachers reported included the potential to increase the capacity of teaching, to increase professional capacity, and to collaborate with Professional Learning Communities. The outcomes presented are valuable for districts to better understand professional learning opportunities that are aligned to effective practices for professional development.

ISBN: 9781321969108Subjects--Topical Terms:

3172164
School administration.

A case study of a school district: Administrators' intentions and teachers' perceptions of professional development.
LDR:03899nmm a2200361 4500 001 2208396
005 20191010070925.5
008 201008s2015 ||||||||||||||||| ||eng d
020 $a 9781321969108
035 $a (MiAaPQ)AAI3717431
035 $a (MiAaPQ)wsu:11289
035 $a AAI3717431
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ohrt, Teresa L. $3 3435430
245 1 0 $a A case study of a school district: Administrators' intentions and teachers' perceptions of professional development.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 217 p.
500 $a Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Nelson, Tamara Holmlund.
502 $a Thesis (Ed.D.)--Washington State University, 2015.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a This study outlines the research problem, reviews relevant literature, describes research methods, and presents findings addressing the research topic: "A Case Study of a School District: Administrators' Intentions and Teachers' Perceptions of Professional Development." Professional development provides opportunities for teachers to improve their practice to impact student learning. Previous research identifies effective elements of professional development such as specific forms, duration of time, participation, content focus, active learning, and coherence (Croft, Coggshall, Dolan, Powers & Killion, 2010; Garet, Porter, Desimone, Birman, & Yoon, 2001). This study was a qualitative case study with a phenomenological approach that included interviews with two district administrators, three building administrators and nine teachers. The analysis determined the district's professional development system, what administrators' intended, what professional development aspects teachers deemed as most effective, and what teachers perceived as the impact of the professional development on their practice. Results about the professional development for this district are presented from the perspective of participants at each level: district administration, building administration, and teacher. There were two key aspects related to PD at the district level. Professional development in the Nain School District encompassed a system-wide responsibility and requirement. Available PD offerings were limited in content and instructional practice, and allowed for a limited amount of choices for teachers. The teacher outcomes that building administrators intended as a result of PD comprised of the improvement of quality instruction, increased professional capacity, collaboration with Professional Learning Communities, and the support of common building goals. The aspects of professional development experiences teachers found most beneficial included ongoing sessions, immersion in specific content focus, and relevant instructional strategies. Other aspects that teachers found beneficial were modeling instructional strategies, active participation, resource access, and reflective practice. The impact on professional growth that teachers reported included the potential to increase the capacity of teaching, to increase professional capacity, and to collaborate with Professional Learning Communities. The outcomes presented are valuable for districts to better understand professional learning opportunities that are aligned to effective practices for professional development.
590 $a School code: 0251.
650 4 $a School administration. $3 3172164
650 4 $a Elementary education. $3 641385
650 4 $a Teacher education. $3 3172312
690 $a 0514
690 $a 0524
690 $a 0530
710 2 $a Washington State University. $b Educational Leadership. $3 2096601
773 0 $t Dissertations Abstracts International $g 77-02A.
790 $a 0251
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3717431