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Collaborative Inquiry, Teacher Effic...

Galligan, Gayle.

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Collaborative Inquiry, Teacher Efficacy, and Writing Achievement At Lake Shore Elementary School.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Collaborative Inquiry, Teacher Efficacy, and Writing Achievement At Lake Shore Elementary School./
Author:	Galligan, Gayle.
Description:	129 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
Contained By:	Dissertation Abstracts International72-06A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3449832
ISBN:	9781124575384

Collaborative Inquiry, Teacher Efficacy, and Writing Achievement At Lake Shore Elementary School.
Galligan, Gayle.

Collaborative Inquiry, Teacher Efficacy, and Writing Achievement At Lake Shore Elementary School. - 129 p.

Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .

Thesis (Ed.D.)--Arizona State University, 2011.

A teacher's belief in what he or she can do is often a predictor for how well students may do in their classroom. Working together in a collaborative setting while looking at student work, determining next steps, and setting goals for student achievement can provide the impetus for teachers to change practices, implement different strategies and find success in the classroom. Collaborative practitioner inquiry focused in a single content such as written expression can bring about positive change for student achievement and teacher efficacy.

ISBN: 9781124575384Subjects--Topical Terms:

1018115
Education, Language and Literature.

Collaborative Inquiry, Teacher Efficacy, and Writing Achievement At Lake Shore Elementary School.
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020 $a 9781124575384
035 $a (UMI)AAI3449832
035 $a AAI3449832
040 $a UMI $c UMI
100 1 $a Galligan, Gayle. $3 1680653
245 1 0 $a Collaborative Inquiry, Teacher Efficacy, and Writing Achievement At Lake Shore Elementary School.
300 $a 129 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
500 $a Adviser: David W. Moore.
502 $a Thesis (Ed.D.)--Arizona State University, 2011.
520 $a A teacher's belief in what he or she can do is often a predictor for how well students may do in their classroom. Working together in a collaborative setting while looking at student work, determining next steps, and setting goals for student achievement can provide the impetus for teachers to change practices, implement different strategies and find success in the classroom. Collaborative practitioner inquiry focused in a single content such as written expression can bring about positive change for student achievement and teacher efficacy.
520 $a In this study, a collaborative practitioner inquiry process was used to enhance teacher efficacy and increase student achievement in writing. This process was implemented school wide as an integral part of the school's instructional program. Teachers met once each month in Data Writing Team groups to look at student writing in their own classrooms and across their grade level. Based on the writing samples, teachers created SMART goals, determined levels of proficiency, and identified instructional strategies to implement. Data were collected through the administration of a teacher efficacy survey, focus group and individual interviews, student achievement data from pre- and postwriting samples, and observations and interpretations in a research journal.
520 $a Findings concluded that collaborative practitioner inquiry contributed measurably to most Lake Shore Elementary School teachers' efficacy as teachers of writing especially by enhancing their convictions that they could teach writing and solve instructional roadblocks individually and collectively. In addition, collaborative practitioner inquiry contributed to substantial improvement in Lake Shore students' writing achievement. Teachers' accountability and purposes for instruction were enhanced through opportunities to work collaboratively together. Finally, collaborative practitioner inquiry contributed to students' writing achievement by adding to teachers' understanding of writing instruction and fostering continuously improved teaching practices.
520 $a As a result of conducting this study, I learned that teachers who have the time to meet, talk, and think together form a greater focus as a grade level and, in turn, a purpose for what they do in the classroom. When teachers find success in their instruction their efficacy increases and as found during this study student achievement increases.
590 $a School code: 0010.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Administration. $3 626645
690 $a 0279
690 $a 0449
690 $a 0514
710 2 $a Arizona State University. $b Educational Leadership and Policy Studies. $3 1677949
773 0 $t Dissertation Abstracts International $g 72-06A.
790 1 0 $a Moore, David W., $e advisor
790 1 0 $a Cheatham, Gregory A. $e committee member
790 1 0 $a Webb, Debra $e committee member
790 $a 0010
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3449832