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Professional Development Plus: Rethi...

Hudak, Michele.

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Professional Development Plus: Rethinking Professional Learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Professional Development Plus: Rethinking Professional Learning./
Author:	Hudak, Michele.
Description:	170 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559325
ISBN:	9781303043451

Professional Development Plus: Rethinking Professional Learning.
Hudak, Michele.

Professional Development Plus: Rethinking Professional Learning. - 170 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ed.D.)--Arizona State University, 2013.

The purpose of professional development is to enhance educator practices so that students may achieve at high levels. Too often, professional development tends to be too broad, general, or unrelated to problems of practice that teachers face in their own classrooms.

ISBN: 9781303043451Subjects--Topical Terms:

1035576
Education, Leadership.

Professional Development Plus: Rethinking Professional Learning.
LDR:02197nam a2200301 4500 001 1962340
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008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303043451
035 $a (MiAaPQ)AAI3559325
035 $a AAI3559325
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hudak, Michele. $3 2098403
245 1 0 $a Professional Development Plus: Rethinking Professional Learning.
300 $a 170 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Mary Roe.
502 $a Thesis (Ed.D.)--Arizona State University, 2013.
520 $a The purpose of professional development is to enhance educator practices so that students may achieve at high levels. Too often, professional development tends to be too broad, general, or unrelated to problems of practice that teachers face in their own classrooms.
520 $a This action research project builds upon the scholarly research that recognizes the need for professional development to be sustained, connected to teachers' own contexts, focused on specific subject matter, collaborative, and reflective. The goal of this action research study was to facilitate a culture of continuous improvement in teaching and learning by utilizing a model of professional development that challenges teachers to question their practices, utilize research to support their instruction, design an inquiry project that supports a change in practice, and examine changes in student growth.
520 $a Results suggest that although teachers recognize the complexities that surround professional development, they found that this professional development model focused on their needs as professionals, was sustained over time, and was supported by a variety of professional influences. As a result of the model implemented, teachers reported shifts in their instructional practices and student growth related to personal inquiry projects.
590 $a School code: 0010.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Teacher Training. $3 783747
690 $a 0449
690 $a 0530
710 2 $a Arizona State University. $b Educational Leadership and Policy Studies. $3 1677949
773 0 $t Dissertation Abstracts International $g 74-08A(E).
790 $a 0010
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559325