東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teachers' perceptions of the effecti...

Sanders, Deborah.

Linked to FindBook

Google Book

Amazon

博客來

Teachers' perceptions of the effectiveness of professional development.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teachers' perceptions of the effectiveness of professional development./
Author:	Sanders, Deborah.
Description:	123 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3612615
ISBN:	9781303743474

Teachers' perceptions of the effectiveness of professional development.
Sanders, Deborah.

Teachers' perceptions of the effectiveness of professional development. - 123 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

Professional development is a recognized approach to improving the quality of instruction in schools. The goal of professional development is to increase teachers' knowledge and improve their practices, which lead to enhanced student learning. The problem with providing staff development is the high cost incurred by presenters' fees, and reimbursements for travel, food, and lodging. In order to reduce these costs at one school, staff development has been limited to presentations by teachers working at that school. This study provided information on how the professional development that was provided influenced teachers' instructional procedures at this school. The theoretical framework for this project included Vygotsky's theory of social learning, Knowles's theory of andragogy, and Piaget's theory promoting cognitive development. Combined, these theories offer insight on adult learning in light of professional development. This qualitative study used a case study approach, with data collected through the interviews focused on teachers' perspectives regarding the current professional development program. Interviews were recorded, transcribed, analyzed, and coded. Upon analysis of the data, three significant themes emerged: integrating core curriculum, teacher-led professional learning, and collaboration. Based upon this research, training sessions and a schedule were developed in order to increase satisfaction with professional learning at this school. Positive social change with regard to this local problem would be the ability to enhance professional learning by improving collaboration, culture, and communication at this school.

ISBN: 9781303743474Subjects--Topical Terms:

1035576
Education, Leadership.

Teachers' perceptions of the effectiveness of professional development.
LDR:02541nam a2200277 4500 001 1962419
005 20140805141057.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303743474
035 $a (MiAaPQ)AAI3612615
035 $a AAI3612615
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sanders, Deborah. $3 2098495
245 1 0 $a Teachers' perceptions of the effectiveness of professional development.
300 $a 123 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Advisers: Barbara Hunter; Dawn Dimarzo.
502 $a Thesis (Ed.D.)--Walden University, 2014.
520 $a Professional development is a recognized approach to improving the quality of instruction in schools. The goal of professional development is to increase teachers' knowledge and improve their practices, which lead to enhanced student learning. The problem with providing staff development is the high cost incurred by presenters' fees, and reimbursements for travel, food, and lodging. In order to reduce these costs at one school, staff development has been limited to presentations by teachers working at that school. This study provided information on how the professional development that was provided influenced teachers' instructional procedures at this school. The theoretical framework for this project included Vygotsky's theory of social learning, Knowles's theory of andragogy, and Piaget's theory promoting cognitive development. Combined, these theories offer insight on adult learning in light of professional development. This qualitative study used a case study approach, with data collected through the interviews focused on teachers' perspectives regarding the current professional development program. Interviews were recorded, transcribed, analyzed, and coded. Upon analysis of the data, three significant themes emerged: integrating core curriculum, teacher-led professional learning, and collaboration. Based upon this research, training sessions and a schedule were developed in order to increase satisfaction with professional learning at this school. Positive social change with regard to this local problem would be the ability to enhance professional learning by improving collaboration, culture, and communication at this school.
590 $a School code: 0543.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Teacher Training. $3 783747
690 $a 0449
690 $a 0530
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 75-06A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3612615