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The difference between the perceptio...

Thorson, Catherine.

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The difference between the perceptions toward collaboration and collaborative practices for elementary educators in an urban district.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The difference between the perceptions toward collaboration and collaborative practices for elementary educators in an urban district./
Author:	Thorson, Catherine.
Description:	128 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580446
ISBN:	9781303965333

The difference between the perceptions toward collaboration and collaborative practices for elementary educators in an urban district.
Thorson, Catherine.

The difference between the perceptions toward collaboration and collaborative practices for elementary educators in an urban district. - 128 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

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

Collaboration is an essential part of school reform. There is growing demand to increase student achievement and close achievement gaps between learning groups. School systems are moving toward the incorporation of standards for collaboration in teacher rating scales. However, these changing expectations for collaborative performance have yet to include a clear and concise definition or plan for professional development and implementation of collaborative practices. The purpose of this study was to explore differences between teachers' perceptions of collaborative practice and implementation of collaborative practices in urban elementary schools. One hundred ninety-two teachers in District X voluntarily participated in a survey in which there were paired questions that explored personal perceptions and actual practices concerning collaboration. Two forms of inferential statistics were conducted to analyze the data: analysis of variance (ANOVA) and t tests. ANOVA tests compared the mean for each question subgroup to determine if there was statistically significant difference among the subgroup of respondents. Data were disaggregated by years of experience, individual school participation, grade level taught, highest level of education, and number of professional development hours directly devoted to collaborative practices. Paired t tests were conducted on the mean of the paired statements to examine if there was a statistically significant difference between the respondents' perceptions and actual circumstances about collaborative practices. The t tests indicated a statistically significant difference between perceptions and actual practice in all of the paired statements (p = .000 for all). The results indicated there was sufficient evidence to suggest a difference between the perceptions and circumstances for the elementary schools studied. This research indicated a need for a more concise definition of collaboration, increased planning time, and professional development.

ISBN: 9781303965333Subjects--Topical Terms:

1019158
Education, General.

The difference between the perceptions toward collaboration and collaborative practices for elementary educators in an urban district.
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100 1 $a Thorson, Catherine. $3 2101779
245 1 4 $a The difference between the perceptions toward collaboration and collaborative practices for elementary educators in an urban district.
300 $a 128 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Gail Derrick.
502 $a Thesis (Ed.D.)--Regent University, 2014.
520 $a Collaboration is an essential part of school reform. There is growing demand to increase student achievement and close achievement gaps between learning groups. School systems are moving toward the incorporation of standards for collaboration in teacher rating scales. However, these changing expectations for collaborative performance have yet to include a clear and concise definition or plan for professional development and implementation of collaborative practices. The purpose of this study was to explore differences between teachers' perceptions of collaborative practice and implementation of collaborative practices in urban elementary schools. One hundred ninety-two teachers in District X voluntarily participated in a survey in which there were paired questions that explored personal perceptions and actual practices concerning collaboration. Two forms of inferential statistics were conducted to analyze the data: analysis of variance (ANOVA) and t tests. ANOVA tests compared the mean for each question subgroup to determine if there was statistically significant difference among the subgroup of respondents. Data were disaggregated by years of experience, individual school participation, grade level taught, highest level of education, and number of professional development hours directly devoted to collaborative practices. Paired t tests were conducted on the mean of the paired statements to examine if there was a statistically significant difference between the respondents' perceptions and actual circumstances about collaborative practices. The t tests indicated a statistically significant difference between perceptions and actual practice in all of the paired statements (p = .000 for all). The results indicated there was sufficient evidence to suggest a difference between the perceptions and circumstances for the elementary schools studied. This research indicated a need for a more concise definition of collaboration, increased planning time, and professional development.
590 $a School code: 1058.
650 4 $a Education, General. $3 1019158
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Instructional Design. $3 1669073
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710 2 $a Regent University. $3 1019258
773 0 $t Dissertation Abstracts International $g 75-08A(E).
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791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580446