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

FindBook

Google Book

Amazon

博客來

Implementation and Teacher Leadership of Collaborative Efforts During the Challenges Surrounding the Covid-19 Pandemic.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Implementation and Teacher Leadership of Collaborative Efforts During the Challenges Surrounding the Covid-19 Pandemic./
作者:	Mayfield, George R.
面頁冊數:	1 online resource (142 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29330414click for full text (PQDT)
ISBN:	9798351492384

Implementation and Teacher Leadership of Collaborative Efforts During the Challenges Surrounding the Covid-19 Pandemic.
Mayfield, George R.

Implementation and Teacher Leadership of Collaborative Efforts During the Challenges Surrounding the Covid-19 Pandemic. - 1 online resource (142 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ed.D.)--The University of Maine, 2022.

Includes bibliographical references

The purpose of this study was to investigate the implementation and teacher leadership of collaborative work in the era of hybrid and online learning necessitated by the COVID-19 pandemic in a medium-sized suburban/rural high school in central Maine. In situations of intense challenge like this, collaborating with colleagues to produce new teaching and learning modalities can be a beneficial task. Structures like professional learning groups (PLG) provide a means to support and enhance opportunities for just such a task. The study elucidated the levels of implementation of our PLG efforts and sought to inform future use of PLG structures as an approach for collaboration between teachers facing tremendously challenging adaptive circumstances. Collaboration resulted in sharing expertise and enhancement of teachers' abilities to provide quality classroom instruction. The study makes a reflexive examination of the teacher leadership necessary to initiate, support, encourage, and sustain continued participation in the PLG structure at the school through an examination of the researcher's own leadership. As teachers struggled with novel problems around hybrid teaching and learning in the COVID era, the organization of this effort brought together various levels and types of teacher expertise in interdisciplinary PLGs. It was found that the interdisciplinary composition resulted in the inclusion of often excluded teachers; promoted the development of new relationships; and allowed the focus of the groups to be less on subject oriented material and more on the improvement of teaching and learning under the confines of the pandemic. Thus, group composition and dynamics were key to PLG functioning. It was also evident that leadership decisions and style during the initiative were vital in helping groups overcome the adaptive challenges (Heifetz, 2009) that the circumstances precipitated. The study is presented as an autoethnographic narrative of the researcher's leadership decisions and style and the impacts those decisions had on the PLG effort.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351492384Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Implementation and Teacher Leadership of Collaborative Efforts During the Challenges Surrounding the Covid-19 Pandemic.
LDR:03385nmm a2200361K 4500 001 2356259
005 20230612072250.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798351492384
035 $a (MiAaPQ)AAI29330414
035 $a (MiAaPQ)U_Maine4613
035 $a AAI29330414
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Mayfield, George R. $3 3696738
245 1 0 $a Implementation and Teacher Leadership of Collaborative Efforts During the Challenges Surrounding the Covid-19 Pandemic.
264 0 $c 2022
300 $a 1 online resource (142 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
500 $a Advisor: Biddle, Catharine.
502 $a Thesis (Ed.D.)--The University of Maine, 2022.
504 $a Includes bibliographical references
520 $a The purpose of this study was to investigate the implementation and teacher leadership of collaborative work in the era of hybrid and online learning necessitated by the COVID-19 pandemic in a medium-sized suburban/rural high school in central Maine. In situations of intense challenge like this, collaborating with colleagues to produce new teaching and learning modalities can be a beneficial task. Structures like professional learning groups (PLG) provide a means to support and enhance opportunities for just such a task. The study elucidated the levels of implementation of our PLG efforts and sought to inform future use of PLG structures as an approach for collaboration between teachers facing tremendously challenging adaptive circumstances. Collaboration resulted in sharing expertise and enhancement of teachers' abilities to provide quality classroom instruction. The study makes a reflexive examination of the teacher leadership necessary to initiate, support, encourage, and sustain continued participation in the PLG structure at the school through an examination of the researcher's own leadership. As teachers struggled with novel problems around hybrid teaching and learning in the COVID era, the organization of this effort brought together various levels and types of teacher expertise in interdisciplinary PLGs. It was found that the interdisciplinary composition resulted in the inclusion of often excluded teachers; promoted the development of new relationships; and allowed the focus of the groups to be less on subject oriented material and more on the improvement of teaching and learning under the confines of the pandemic. Thus, group composition and dynamics were key to PLG functioning. It was also evident that leadership decisions and style during the initiative were vital in helping groups overcome the adaptive challenges (Heifetz, 2009) that the circumstances precipitated. The study is presented as an autoethnographic narrative of the researcher's leadership decisions and style and the impacts those decisions had on the PLG effort.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Teaching. $3 517098
650 4 $a Collaboration. $3 3556296
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Adult learning. $3 520047
650 4 $a Teachers. $3 529573
650 4 $a COVID-19. $3 3554449
650 4 $a Adult education. $3 543202
650 4 $a Continuing education. $3 527504
650 4 $a Education. $3 516579
650 4 $a Secondary education. $3 2122779
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0516
690 $a 0651
690 $a 0515
690 $a 0533
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The University of Maine. $3 1029373
773 0 $t Dissertations Abstracts International $g 84-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29330414 $z click for full text (PQDT)