Literaturnachweis - Detailanzeige
| Autor/in | Zepeda, Sally J. |
|---|---|
| Titel | Principals' Perspectives: Professional Learning and Marginal Teachers on Formal Plans of Improvement |
| Quelle | In: Research in Educational Administration & Leadership, 1 (2016) 1, S.25-59 (35 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2564-7261 |
| Schlagwörter | Principals; Administrator Attitudes; Faculty Development; Underachievement; Intervention; Psychological Patterns; Elementary Secondary Education; Teacher Competencies; Confidentiality; Teacher Collaboration; Supervision; Teacher Evaluation; On the Job Training; Teacher Improvement; Urban Schools; Accountability |
| Abstract | This qualitative study examined the perspectives of principals related to professional development for teachers on formal plans of remediation for underperformance in the classroom. The principles associated with job-embedded professional development as well as cognitive dissonance provided a basis for analyzing data collected throughout the interviews and analysis. The population included 12 elementary, middle, and high school principals from 2 school systems in the United States. Data analysis from the interviews yielded three major findings clustered as themes related to: 1) Cognitive dissonance, professional development, and marginal teachers 2) Confidentiality trumps collaboration, and 3) Professional development by the numbers. By examining professional development practices for underperforming teachers, the findings contribute to our understanding about some perspectives that school principals hold about a population of teachers at-risk. Implications are offered. (As Provided). |
| Anmerkungen | EARDA Turkish Educational Administration Research & Development Association. Dokuz Eylul University, Buca Faculty of Education, Izmir, Turkey 35150. e-mail: eyedderinfo@gmail.com; Web site: http://dergipark.gov.tr/real |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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