Literaturnachweis - Detailanzeige
| Autor/in | Woods, Toni |
|---|---|
| Titel | Creating a Culture of Continuous Professional Learning the Impact of Professional Development: A Program Evaluation |
| Quelle | (2023), (211 Seiten)
PDF als Volltext Ed.D. Dissertation, San Diego State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-7059-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Professional Continuing Education; Faculty Development; Program Evaluation; Skill Development; Outcomes of Education; Program Implementation; Teacher Attitudes; Academic Achievement; Instructional Improvement |
| Abstract | This retrospective mixed-methods study examined the effect of PLCs, professional learning activities, and principal leadership on teacher and student learning, and it may serve as a model for enhancing PD and fostering a culture of collective efficacy toward continuous professional learning. Thirty-seven teachers and program facilitators from one district participated in an online survey on their PD levels of learning, how PLC structures supported their learning and implementation, principal support, and collective teacher efficacy. Twelve PD program participants were interviewed individually to determine how PLCs supported their professional growth and collective teacher efficacy. To evaluate instructional consistency with PD learnings, principal walkthrough observation data were collected. In addition, student achievement data were analyzed to determine the connection between teacher instructional practices and student achievement. Participants felt confident applying the PD program's learning to their standards-aligned learning environment. The evaluation also indicated that PLC structures supported by their principal increased participants' PD skills and practices, and that they valued their time in PLCs, which fostered collective efficacy. In addition, the findings showed a correlation between implementation of PD practices, grade-level achievement, and growth targets. The evaluation also revealed implementation gaps in teacher beliefs about the impact of PD practices on student learning, transforming PLC data discussions from a singular focus on student achievement to the improvement of instructional practices that support student achievement, and principals offering one-on-one teacher support and coaching for effective practices. [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 | 2024/1/01 |
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