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The influence of professional learni...

Brunson, LaMoyne Arthur, III.

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The influence of professional learning on teachers' use of informational text in elementary science classrooms: A case study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The influence of professional learning on teachers' use of informational text in elementary science classrooms: A case study./
Author:	Brunson, LaMoyne Arthur, III.
Description:	190 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700101
ISBN:	9781321699524

The influence of professional learning on teachers' use of informational text in elementary science classrooms: A case study.
Brunson, LaMoyne Arthur, III.

The influence of professional learning on teachers' use of informational text in elementary science classrooms: A case study. - 190 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2015.

The purpose of this collective case study was to understand the limited implementation of interactive notebooks by teachers of elementary science at Franklin East Elementary School and Franklin North Elementary School (pseudonyms). Through observations, interviews, and a focus group of eight teachers, this research explored how these teachers perceived various aspects of the interactive notebook initiative, including the related professional learning and the preparation and use of this tool with their students. This study was guided by two learning theories. Jean Piaget's theory of constructivism detailed how knowledge is developed through experiences such as using interactive notebooks with fidelity. Malcolm Knowles' adult learning theory of andragogy identified how adults interact with new learning, as participants in this study did during the professional learning sessions. Data analysis was conducted through descriptions of each case, their themes, and two cross-case themes. The first theme illustrated how participants viewed the interactive notebook initiative to be unrealistic. Participants viewed the initiative to be unmanageable and undesirable, with no teacher input considered throughout this initiative. The second theme detailed how participants viewed the initiative as inadequately supported. Professional learning sessions were perceived as generic and irrelevant, and support was not sufficiently given to participants as they implemented the initiative. Additionally, participants identified the lack of sufficient resources as a significant factor which negatively affected their perceptions of the initiative.

ISBN: 9781321699524Subjects--Topical Terms:

543202
Adult education.

The influence of professional learning on teachers' use of informational text in elementary science classrooms: A case study.
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100 1 $a Brunson, LaMoyne Arthur, III. $3 3179878
245 1 4 $a The influence of professional learning on teachers' use of informational text in elementary science classrooms: A case study.
300 $a 190 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: James A. Swezey.
502 $a Thesis (Ed.D.)--Liberty University, 2015.
520 $a The purpose of this collective case study was to understand the limited implementation of interactive notebooks by teachers of elementary science at Franklin East Elementary School and Franklin North Elementary School (pseudonyms). Through observations, interviews, and a focus group of eight teachers, this research explored how these teachers perceived various aspects of the interactive notebook initiative, including the related professional learning and the preparation and use of this tool with their students. This study was guided by two learning theories. Jean Piaget's theory of constructivism detailed how knowledge is developed through experiences such as using interactive notebooks with fidelity. Malcolm Knowles' adult learning theory of andragogy identified how adults interact with new learning, as participants in this study did during the professional learning sessions. Data analysis was conducted through descriptions of each case, their themes, and two cross-case themes. The first theme illustrated how participants viewed the interactive notebook initiative to be unrealistic. Participants viewed the initiative to be unmanageable and undesirable, with no teacher input considered throughout this initiative. The second theme detailed how participants viewed the initiative as inadequately supported. Professional learning sessions were perceived as generic and irrelevant, and support was not sufficiently given to participants as they implemented the initiative. Additionally, participants identified the lack of sufficient resources as a significant factor which negatively affected their perceptions of the initiative.
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710 2 $a Liberty University. $b School of Education. $3 1017771
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700101