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The intersection between professiona...

Lee, Hye-Sook.

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The intersection between professional development and professional learning communities: Working towards improving the educational experiences of English learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The intersection between professional development and professional learning communities: Working towards improving the educational experiences of English learners./
Author:	Lee, Hye-Sook.
Description:	230 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3637333
ISBN:	9781321200928

The intersection between professional development and professional learning communities: Working towards improving the educational experiences of English learners.
Lee, Hye-Sook.

The intersection between professional development and professional learning communities: Working towards improving the educational experiences of English learners. - 230 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--University of Maryland, Baltimore County, 2014.

This item must not be sold to any third party vendors.

This research investigated professional development (PD) experiences of secondary teachers of English learners (ELs) in Maryland and their perceptions concerning characteristics of PD that are most effective in helping them to improve their professional knowledge and attitudes toward PD. It also investigated whether being part of professional learning communities (PLCs) enhanced PD outcomes by extending teachers' access to sustained learning. This inquiry fills a gap in research concerning PD experiences of teachers based on the analysis of school-based PLCs.

ISBN: 9781321200928Subjects--Topical Terms:

783747
Education, Teacher Training.

The intersection between professional development and professional learning communities: Working towards improving the educational experiences of English learners.
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020 $a 9781321200928
035 $a (MiAaPQ)AAI3637333
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100 1 $a Lee, Hye-Sook. $3 3170506
245 1 4 $a The intersection between professional development and professional learning communities: Working towards improving the educational experiences of English learners.
300 $a 230 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Advisers: Claudia Galindo; JoAnn Crandall.
502 $a Thesis (Ph.D.)--University of Maryland, Baltimore County, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This research investigated professional development (PD) experiences of secondary teachers of English learners (ELs) in Maryland and their perceptions concerning characteristics of PD that are most effective in helping them to improve their professional knowledge and attitudes toward PD. It also investigated whether being part of professional learning communities (PLCs) enhanced PD outcomes by extending teachers' access to sustained learning. This inquiry fills a gap in research concerning PD experiences of teachers based on the analysis of school-based PLCs.
520 $a This research integrated Garet et al.'s (2001) framework of effective PD and Olivier and Hipp's (2010) model of PLCs. The integration of these two frameworks highlights the reciprocal relationship between PD and PLCs, and the extent to which these experiences and structures generate changes in teachers' improved knowledge and attitudes toward PD. A mixed methods approach is implemented to analyze survey and interview data in a sequential manner with emphasis on the quantitative component. The study is built on the strength of both quantitative and qualitative research methods, and jointly, these methods provide a more complete picture of the research problem than would either method individually (Creswell, 2009). A total of 100 teachers participated in the survey and 9 teachers participated in the interview.
520 $a The analysis supports and extends Garet et al.'s (2001) findings that PD that emphasized improving content knowledge and was coherent with teachers' other learning experiences resulted in teachers' positive attitudes toward PD, as well as perceived improvement in knowledge. The results also revealed key practices of teachers' PLCs. Teachers' PLCs focused on their professional growth and improvement of student learning while fostering leadership and engaging in school improvement were not strong components of their practices. As a result, the associations of PLCs and teachers outcomes were not significant. This study is significant because it contributes to the emerging knowledge base that explores the relationship between the effects of PD on teachers and the role of PLCs reinforcing in best practices. The results of this research inform educators and education policy regarding and provide deeper insight into the comprehensive conditions needed for improving teachers' PD and PLC experiences.
590 $a School code: 0434.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Secondary. $3 539262
650 4 $a Sociology, Organization Theory. $3 1669248
690 $a 0530
690 $a 0441
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690 $a 0635
710 2 $a University of Maryland, Baltimore County. $b Literacy and Culture. $3 1286708
773 0 $t Dissertation Abstracts International $g 76-02A(E).
790 $a 0434
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3637333