A Study of Professional Learning Communities in International Schools in Bangkok, Thailand

Autor/in	Gerhard, James Herbert
Titel	A Study of Professional Learning Communities in International Schools in Bangkok, Thailand
Quelle	(2010), (197 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Minnesota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-4979-8
Schlagwörter	Hochschulschrift; Dissertation; International Schools; Teacher Collaboration; Interviews; Foreign Countries; Teaching Experience; Teaching Methods; Communities of Practice; Educational Improvement; Questionnaires; Gender Differences; Mail Surveys; Administrator Attitudes; Teacher Attitudes; Expertise; Competence; Group Dynamics; Organizational Climate; Organizational Culture; Organizational Communication; Educational Practices; Professional Education; Thailand; Thailand (Bangkok) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; International school; Internationale Schule; Lehrerkooperation; Interviewing; Interviewtechnik; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Teaching improvement; Unterrichtsentwicklung; Fragebogen; Geschlechterkonflikt; Erhebungsinstrument; Lehrerverhalten; Expert appraisal; Kompetenz; Gruppendynamik; Organisationsklima; Unternehmenskultur; Bildungspraxis; Berufsausbildung
Abstract	Teacher collaboration and professional development are crucial components to any school improvement process. In an international school context differences among teachers emerging from culture, language, training, and environment can present a unique view of how teachers collaborate and learn together. The purpose of the study was to determine school administrators' and teachers' perceptions of the maturity level of Professional Learning Communities (PLCs) in selected Thai International Schools. The school staff identified this perception of maturity when they completed the PLC Questionnaire (SPSaLCQ). Research questions included those exploring teacher and administrator perception of PLC as well as comparing perceptions of both groups against teacher experience, gender, number of years as a teacher and school age level they taught. The research study included a mixed method approach used to assess perceptions and to gain deeper understanding of school situations from English-speaking international schools located in Bangkok, Thailand. This study consisted of an electronic, web-based survey and in-person structured interviews. There were a total of 55 schools surveyed. All participants were teachers or administrators at international schools located in Bangkok. Descriptive statistics were used to analyze the responses and determine how the data were formed by different subgroups of the sample. The survey data helped to inform the researcher about the interviews and process. All the analyses were calculated using SSPS. The research findings indicated that schools could be assessed to measure their maturity as a PLC. Three major findings from the analysis indicated that administrators typically assessed a higher level of maturity than did staff, staff perceived it was administrative structure in place by policy that helped determine implementation of a PLC, and perceptions of PLC maturity do vary according to demographic variables. [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	2017/4/10