語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
到查詢結果
[ author_sort:"schwartz, susan." ]
切換:
標籤
|
MARC模式
|
ISBD
School administrators' use of profes...
~
Schwartz, Susan.
FindBook
Google Book
Amazon
博客來
School administrators' use of professional portfolios as a tool for reflective practice.
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
School administrators' use of professional portfolios as a tool for reflective practice./
作者:
Schwartz, Susan.
面頁冊數:
294 p.
附註:
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2058.
Contained By:
Dissertation Abstracts International66-06A.
標題:
Education, Administration. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR02930
ISBN:
9780494029305
School administrators' use of professional portfolios as a tool for reflective practice.
Schwartz, Susan.
School administrators' use of professional portfolios as a tool for reflective practice.
- 294 p.
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2058.
Thesis (Ed.D.)--University of Toronto (Canada), 2005.
This research study, using a mixed method quantitative and qualitative design, investigated the use of professional portfolios as a tool for reflective practice by school principals and vice-principals. The purpose of this study was to examine the impact of the use of professional portfolios on school administrators' personal and professional growth and on teachers and students in their schools. In Phase 1, quantitative data were gathered over a 3-month period through a voluntary online survey completed by school administrators who have a professional portfolio. The survey asked questions about current professional portfolio use, prior experiences with portfolios, as well as enablers, inhibitors, and outcomes of use. Interested administrators were invited through the survey to participate in Phase 2, the qualitative phase of the study, which included 90-minute one-on-one interviews, sharing of professional portfolios and subsequent duplication and analysis, and follow-up e-mail conversations depending on the need. In Phase 2, the connection between portfolio use and reflective practice was explored in greater depth with 12 administrators. Their prior experiences with portfolios and reflective practice, as well as the conditions that supported and hindered portfolio implementation and reflective practice, were investigated. The results provide a description of portfolio use and reflective practice while in the administrator role and reveal that the administrators who participated in this study were enthusiastic about and valued the reflective portfolio process for themselves and for the teachers and students in their schools. Through the process of constructing, organizing, and sharing their portfolios, the administrators in this study reported a positive impact on their professional growth and reflective abilities as well as on their effectiveness as leaders. Many of them became advocates for the portfolio process, openly encouraging teachers, students, and other administrators to use it. Having all stakeholders using portfolios and reflective practice helped to move them towards the development of professional learning communities. The findings also offer suggestions to educators of preservice, in-service, university, and leadership development programs for providing effective professional development about portfolios and reflective practice.
ISBN: 9780494029305Subjects--Topical Terms:
626645
Education, Administration.
School administrators' use of professional portfolios as a tool for reflective practice.
LDR
:03179nam 2200241 a 45
001
946253
005
20110523
008
110523s2005 ||||||||||||||||| ||eng d
020
$a
9780494029305
035
$a
(UMI)AAINR02930
035
$a
AAINR02930
040
$a
UMI
$c
UMI
100
1
$a
Schwartz, Susan.
$3
796826
245
1 0
$a
School administrators' use of professional portfolios as a tool for reflective practice.
300
$a
294 p.
500
$a
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2058.
502
$a
Thesis (Ed.D.)--University of Toronto (Canada), 2005.
520
$a
This research study, using a mixed method quantitative and qualitative design, investigated the use of professional portfolios as a tool for reflective practice by school principals and vice-principals. The purpose of this study was to examine the impact of the use of professional portfolios on school administrators' personal and professional growth and on teachers and students in their schools. In Phase 1, quantitative data were gathered over a 3-month period through a voluntary online survey completed by school administrators who have a professional portfolio. The survey asked questions about current professional portfolio use, prior experiences with portfolios, as well as enablers, inhibitors, and outcomes of use. Interested administrators were invited through the survey to participate in Phase 2, the qualitative phase of the study, which included 90-minute one-on-one interviews, sharing of professional portfolios and subsequent duplication and analysis, and follow-up e-mail conversations depending on the need. In Phase 2, the connection between portfolio use and reflective practice was explored in greater depth with 12 administrators. Their prior experiences with portfolios and reflective practice, as well as the conditions that supported and hindered portfolio implementation and reflective practice, were investigated. The results provide a description of portfolio use and reflective practice while in the administrator role and reveal that the administrators who participated in this study were enthusiastic about and valued the reflective portfolio process for themselves and for the teachers and students in their schools. Through the process of constructing, organizing, and sharing their portfolios, the administrators in this study reported a positive impact on their professional growth and reflective abilities as well as on their effectiveness as leaders. Many of them became advocates for the portfolio process, openly encouraging teachers, students, and other administrators to use it. Having all stakeholders using portfolios and reflective practice helped to move them towards the development of professional learning communities. The findings also offer suggestions to educators of preservice, in-service, university, and leadership development programs for providing effective professional development about portfolios and reflective practice.
590
$a
School code: 0779.
650
4
$a
Education, Administration.
$3
626645
690
$a
0514
710
2
$a
University of Toronto (Canada).
$3
1017674
773
0
$t
Dissertation Abstracts International
$g
66-06A.
790
$a
0779
791
$a
Ed.D.
792
$a
2005
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR02930
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9114057
電子資源
11.線上閱覽_V
電子書
EB W9114057
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入