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Developing More Effective Models of Professional Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Developing More Effective Models of Professional Learning./
Author:	Velasquez, Kayla.
Description:	1 online resource (71 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28546507click for full text (PQDT)
ISBN:	9798534692808

Developing More Effective Models of Professional Learning.
Velasquez, Kayla.

Developing More Effective Models of Professional Learning. - 1 online resource (71 pages)

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ed.D.)--Northeastern University, 2021.

Includes bibliographical references

Teacher professional development (PD) is often an underutilized resource for reform in K-12 schools, and ineffective models often limit the organizational improvements that can be made. In this Action Research report, teachers' experiences with PD at the research site were analyzed using qualitative methods to determine what components of learning are absent. After identifying the need for more collaboration, distributed learning, and the application of adult learning theory, Lesson Study, a cyclical form of learning in which teachers research and plan lessons together, and then engage in lesson delivery and reflection, was implemented as a new model in the action step portion of the research. The results showed that after participants collaborated during multiple cycles, Lesson Study demonstrated positive experiences and results. Further, pre- and post-action step interviews revealed teachers' positive perceptions of the experience. Lesson analysis showed positive effects on classroom practice, and student data revealed a positive effect on achievement. The researcher argues that the voice of the professional teacher must be represented more in PD for true changes in practice to occur.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798534692808Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Action researchIndex Terms--Genre/Form:

542853
Electronic books.

Developing More Effective Models of Professional Learning.
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500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
500 $a Advisor: Nolan, Kimberly.
502 $a Thesis (Ed.D.)--Northeastern University, 2021.
504 $a Includes bibliographical references
520 $a Teacher professional development (PD) is often an underutilized resource for reform in K-12 schools, and ineffective models often limit the organizational improvements that can be made. In this Action Research report, teachers' experiences with PD at the research site were analyzed using qualitative methods to determine what components of learning are absent. After identifying the need for more collaboration, distributed learning, and the application of adult learning theory, Lesson Study, a cyclical form of learning in which teachers research and plan lessons together, and then engage in lesson delivery and reflection, was implemented as a new model in the action step portion of the research. The results showed that after participants collaborated during multiple cycles, Lesson Study demonstrated positive experiences and results. Further, pre- and post-action step interviews revealed teachers' positive perceptions of the experience. Lesson analysis showed positive effects on classroom practice, and student data revealed a positive effect on achievement. The researcher argues that the voice of the professional teacher must be represented more in PD for true changes in practice to occur.
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