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

Reconceptualizing professional devel...

The University of North Carolina at Chapel Hill., Educational Administration (Ed.D.).

FindBook

Google Book

Amazon

博客來

Reconceptualizing professional development: A case study of professional learning community activities and teacher improvement in a first-year middle school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reconceptualizing professional development: A case study of professional learning community activities and teacher improvement in a first-year middle school./
作者:	Graham, Parry.
面頁冊數:	220 p.
附註:	Adviser: Fenwick English.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3263469
ISBN:	9780549019817

Reconceptualizing professional development: A case study of professional learning community activities and teacher improvement in a first-year middle school.
Graham, Parry.

Reconceptualizing professional development: A case study of professional learning community activities and teacher improvement in a first-year middle school. - 220 p.

Adviser: Fenwick English.

Thesis (Ed.D.)--The University of North Carolina at Chapel Hill, 2006.

Using a theoretical model developed from recent research on organizational behavior and professional development, the purpose of this concurrent triangulation, mixed method case study was to describe in detail the relationship between professional learning community activities and teacher improvement for core middle school teachers in a first year school adopting DuFour's (2004b) professional learning community principles. Specifically, the study focused on three areas: the features of professional learning community activities that exhibited a relationship to changes in teachers' content and pedagogical knowledge and skills, along with changes in teachers' instructional practices; the efficacy of professional learning community activities in relation to teacher grade level, subject area, and years of teaching experience; and organizational and leadership factors that influenced the efficacy of professional learning community activities.

ISBN: 9780549019817Subjects--Topical Terms:

626645
Education, Administration.

Reconceptualizing professional development: A case study of professional learning community activities and teacher improvement in a first-year middle school.
LDR:03224nmm 2200301 a 45 001 865068
005 20100728
008 100728s2006 ||||||||||||||||| ||eng d
020 $a 9780549019817
035 $a (UMI)AAI3263469
035 $a AAI3263469
040 $a UMI $c UMI
100 1 $a Graham, Parry. $3 1033479
245 1 0 $a Reconceptualizing professional development: A case study of professional learning community activities and teacher improvement in a first-year middle school.
300 $a 220 p.
500 $a Adviser: Fenwick English.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1246.
502 $a Thesis (Ed.D.)--The University of North Carolina at Chapel Hill, 2006.
520 $a Using a theoretical model developed from recent research on organizational behavior and professional development, the purpose of this concurrent triangulation, mixed method case study was to describe in detail the relationship between professional learning community activities and teacher improvement for core middle school teachers in a first year school adopting DuFour's (2004b) professional learning community principles. Specifically, the study focused on three areas: the features of professional learning community activities that exhibited a relationship to changes in teachers' content and pedagogical knowledge and skills, along with changes in teachers' instructional practices; the efficacy of professional learning community activities in relation to teacher grade level, subject area, and years of teaching experience; and organizational and leadership factors that influenced the efficacy of professional learning community activities.
520 $a The study used a case study format and focused on a first-year middle school that had incorporated DuFour's (2004b) professional learning community principles. After selecting an appropriate test site using a set protocol, the study relied on three types of data. Quantitative data focusing on the nature of professional learning community activities were collected from core academic 6th, 7th, and 8th grade teachers using Garet et al.'s (1999) Teacher Activity Survey. Qualitative data were collected from interviews with a purposefully selected group of ten teachers and from a review of school documents.
520 $a A comparative analysis of quantitative and qualitative data indicated that significant differences existed between grade levels in terms of the impact of professional learning community activities on teacher improvement, and that 6th and 7th grade teachers exhibited high degrees of professional improvement as a result of participation in PLC activities. The efficacy of professional learning community activities depended on a number of factors, including leadership and organizational practices, the substantive details of PLC activity meetings, the nature of conversations in PLC activities, and the development of community among PLC teams.
590 $a School code: 0153.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Teacher Training. $3 783747
690 $a 0514
690 $a 0530
710 2 $a The University of North Carolina at Chapel Hill. $b Educational Administration (Ed.D.). $3 1033478
773 0 $t Dissertation Abstracts International $g 68-04A.
790 $a 0153
790 1 0 $a English, Fenwick, $e advisor
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3263469