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Finnish Teacher Collaboration: The B...

Eschler, Bruce H.

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Finnish Teacher Collaboration: The Behaviors, Learning, and Formality of Teacher Collaboration.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Finnish Teacher Collaboration: The Behaviors, Learning, and Formality of Teacher Collaboration./
Author:	Eschler, Bruce H.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	126 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Educational evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10251037
ISBN:	9781369478952

Finnish Teacher Collaboration: The Behaviors, Learning, and Formality of Teacher Collaboration.
Eschler, Bruce H.

Finnish Teacher Collaboration: The Behaviors, Learning, and Formality of Teacher Collaboration. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 126 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--Brigham Young University, 2016.

Finnish teachers continue to receive significant attention among educators, educational leaders, and policy makers in the United States and around the globe. In addition, teacher collaboration continues to receive support as a meaningful part of teacher work and practice.

ISBN: 9781369478952Subjects--Topical Terms:

526425
Educational evaluation.

Finnish Teacher Collaboration: The Behaviors, Learning, and Formality of Teacher Collaboration.
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020 $a 9781369478952
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035 $a AAI10251037
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100 1 $a Eschler, Bruce H. $3 3287639
245 1 0 $a Finnish Teacher Collaboration: The Behaviors, Learning, and Formality of Teacher Collaboration.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Julie M. Hite.
502 $a Thesis (Ph.D.)--Brigham Young University, 2016.
520 $a Finnish teachers continue to receive significant attention among educators, educational leaders, and policy makers in the United States and around the globe. In addition, teacher collaboration continues to receive support as a meaningful part of teacher work and practice.
520 $a Teacher collaboration is frequently described in various ways within different contexts. This study aims to: (a) better understand the nature of Finnish teacher collaboration by examining three teacher collaboration behaviors (sharing information and knowledge, planning, and problem-solving ); (b) explore the extent to which Finnish teacher collaboration is formal (or school-required) collaboration and informal (or voluntary) collaboration; and (c) investigate the extent to which Finnish teachers attribute teacher learning to teacher collaboration.
520 $a Using both qualitative and social network methods, the sample included 19 teachers from two comprehensive Finnish schools (1st--9th grades) who completed an online survey of professional network and open-ended questions. Analyses highlights the following: (a) Finnish teachers at a comprehensive school engage in the three teacher collaboration behaviors (sharing information and knowledge, planning, and problem-solving); (b) Finnish teachers at a comprehensive school value and collaborate in both formal and informal network structures; and (c) Finnish teachers at a comprehensive school attribute a degree of teacher learning, in terms of teacher improvement, to teacher collaboration.
590 $a School code: 0022.
650 4 $a Educational evaluation. $3 526425
650 4 $a Educational leadership. $3 529436
650 4 $a Educational sociology. $3 519608
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690 $a 0340
710 2 $a Brigham Young University. $b Educational Leadership. $3 1679207
773 0 $t Dissertation Abstracts International $g 78-07A(E).
790 $a 0022
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10251037