東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

An Exploration of Leadership Develop...

Slattery, Chelsey Leeann.

Linked to FindBook

Google Book

Amazon

博客來

An Exploration of Leadership Development through Action Inquiry and its Impact on an Educator's Self-Efficacy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Exploration of Leadership Development through Action Inquiry and its Impact on an Educator's Self-Efficacy./
Author:	Slattery, Chelsey Leeann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	77 p.
Notes:	Source: Masters Abstracts International, Volume: 57-02.
Contained By:	Masters Abstracts International57-02(E).
Subject:	Nutrition. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10695746
ISBN:	9780355423327

An Exploration of Leadership Development through Action Inquiry and its Impact on an Educator's Self-Efficacy.
Slattery, Chelsey Leeann.

An Exploration of Leadership Development through Action Inquiry and its Impact on an Educator's Self-Efficacy. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 77 p.

Source: Masters Abstracts International, Volume: 57-02.

Thesis (M.S.)--National University, 2017.

The purpose of this research project was to explore methods of providing professional development opportunities utilizing action inquiry as a framework for leadership development and to report on a study that adopted a quantitative research design to identify the impact on individual's self-efficacy beliefs after participating in a ten-month professional development program. This professional development program utilized an action inquiry approach to leadership development and was designed to help educators understand and adopt an inquiry-based approach to learning and teaching while contributing to their knowledge base. The study involved the use of retrospective (post-then-pre) self-efficacy questionnaire to capture self-efficacy belief changes. There were three preliminary questions that the study sought to answer: 1). Is utilizing action inquiry an effective intervention for leadership development? 2). What is the effect on an individual's self-efficacy beliefs after participating in a professional development program that was designed using action inquiry as a framework for leadership development? 3). Will individuals that participated in the professional development program report higher levels of confidence in their ability to teach nutrition and lead groups of students through the inquiry-based learning process? Findings from this study show that participants experienced; growth in teaching efficacies, increased confidence, and improved facilitation skills for guiding inquiry in the classroom.

ISBN: 9780355423327Subjects--Topical Terms:

517777
Nutrition.

An Exploration of Leadership Development through Action Inquiry and its Impact on an Educator's Self-Efficacy.
LDR:02459nmm a2200301 4500 001 2161010
005 20180803131931.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355423327
035 $a (MiAaPQ)AAI10695746
035 $a AAI10695746
040 $a MiAaPQ $c MiAaPQ
100 1 $a Slattery, Chelsey Leeann. $3 3348950
245 1 3 $a An Exploration of Leadership Development through Action Inquiry and its Impact on an Educator's Self-Efficacy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 77 p.
500 $a Source: Masters Abstracts International, Volume: 57-02.
500 $a Adviser: Dennis Anderson.
502 $a Thesis (M.S.)--National University, 2017.
520 $a The purpose of this research project was to explore methods of providing professional development opportunities utilizing action inquiry as a framework for leadership development and to report on a study that adopted a quantitative research design to identify the impact on individual's self-efficacy beliefs after participating in a ten-month professional development program. This professional development program utilized an action inquiry approach to leadership development and was designed to help educators understand and adopt an inquiry-based approach to learning and teaching while contributing to their knowledge base. The study involved the use of retrospective (post-then-pre) self-efficacy questionnaire to capture self-efficacy belief changes. There were three preliminary questions that the study sought to answer: 1). Is utilizing action inquiry an effective intervention for leadership development? 2). What is the effect on an individual's self-efficacy beliefs after participating in a professional development program that was designed using action inquiry as a framework for leadership development? 3). Will individuals that participated in the professional development program report higher levels of confidence in their ability to teach nutrition and lead groups of students through the inquiry-based learning process? Findings from this study show that participants experienced; growth in teaching efficacies, increased confidence, and improved facilitation skills for guiding inquiry in the classroom.
590 $a School code: 1625.
650 4 $a Nutrition. $3 517777
650 4 $a Educational leadership. $3 529436
650 4 $a Adult education. $3 543202
690 $a 0570
690 $a 0449
690 $a 0516
710 2 $a National University. $3 3190971
773 0 $t Masters Abstracts International $g 57-02(E).
790 $a 1625
791 $a M.S.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10695746