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| Autor/in | Casey, Treena Louise |
|---|---|
| Titel | Considerations for Personalized Professional Learning at International Academy of South East Asia: A Gap Analysis |
| Quelle | (2018), (181 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Southern California |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4385-7459-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Foreign Countries; International Schools; Individualized Instruction; Faculty Development; Barriers; Teachers; Administrators; Knowledge Level; Motivation; Elementary Secondary Education; Preschool Education; Asia |
| Abstract | International Academy of South East Asia (IASEA) is a preschool - grade 12 independent, non- profit international school with the vision of being a world leader in education cultivating exceptional thinkers prepared for the future. The school has determined that personalized learning is a pathway to the achievement of the vision. A personalized approach results in more growth for each student, nurturing and challenging in order to maximize potential. Given that teacher actions are the most significant factor in student achievement, it is critical to examine professional learning for faculty with the same rationale. The purpose of this study was to conduct a gap analysis using the Clark And Estes (2008) model to examine the knowledge, motivation and organizational (KMO) influences that impact IASEA's ability to effectively implement personalized professional learning. An outcome of this study is a plan for how IASEA may best implement personalized learning for its faculty. The study explored barriers to achieving the goal of implementation and then proposed solutions. The methodological framework used was that of a qualitative case study with descriptive statistics. Data collection to inform the gaps was in the form of documentation analysis, focus group and individual interviews, and surveys. The study population consisted of representative faculty and administrators and the subsequent data analysis sought to validate assumed influences as knowledge, motivation and organization barriers and inform possible solutions. Proposed solutions for these barriers included strategic targeted deployment of instructional coaches, tools for the existing Professional Learning Community (PLC) teams to utilize to measure effectiveness, and the implementation of a schoolwide system of micro-credentials designed to support personalized professional learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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