Dissertations / Theses on the topic 'Teacher professional learning'
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Feffer, James F. "Teacher Learning Within Professional Learning Communities." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/166.
Full textBush, Nicole Lea. "The evolution of a professional learning community in a professional development school." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.
Full textBrodie, Karin. "Professional Learning Communities And Teacher Change." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82361.
Full textSheffield, Rachel. "Facilitating teacher professional learning : analysing the impact of an Australian professional learning model in secondary science." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/811.
Full textCalcasola, Kimberly Straite. "The relationship between collective teacher efficacy and professional learning communities /." Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000580/02/Diss43FT.htm.
Full textDissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 108-122). Also available via the World Wide Web.
Pangallo, Roxanne Garris. "The relationship between collective teacher efficacy and professional learning community /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000581/02/Diss44FT.htm.
Full textDissertation advisor: Penelope Lisi. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 125-141). Also available via the World Wide Web.
Brennan, Amy R. "Reconceptualizing Teacher Professional Development as Professional Learning: A Qualitative Case Study of a School-Supported Self-Directed Professional Learning Model." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1623956218485476.
Full textRipley, Jerry W. "Teacher Perceptions of Individual Professional Learning Plans." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/2949.
Full textAttard, Tonna Michelle. "Teacher professional learning in Malta : an understanding of how teachers learn." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186914.
Full textJones, Gail, Grant E. Gardner, Laura Robertson, and Sarah Robert. "Science Professional Learning Communities: Beyond a Singular View of Teacher Professional Development." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/764.
Full textKolosey, Connie. "Assist Principals' Perspectives on Professional Learning Conversations for Teacher Professional Growth." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3188.
Full textAbdullah, Umar. "Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.
Full textBeard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Full textWines, Debra Rae. "Professional Learning Communities: The Impact on Teacher Practice." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/88810.
Full textDoctor of Education
Moodley, Kimera. "Mobile learning : a professional teacher technical identity development framework." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/67413.
Full textThesis (PhD)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
PhD
Unrestricted
Prince, Coryn Elizabeth. "The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157537/.
Full textYates, Sigrid S. "The SMART Goal Framework| Teacher Perceptions of Professional Learning and Teacher Practice." Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617582.
Full textMost states require that schools engage in school improvement programs to meet accountability mandates which necessitates that teachers develop the skills necessary to accomplish school improvement efforts. The problem is that classroom practitioners lack the skills necessary to achieve effective school improvement. Limited research exists with respect to professional development activities and teacher perceptions toward professional learning experiences. Teacher perceptions of their professional development experiences affect classroom instruction and student learning. The SMART Goal Framework (SGF) has been developed as a school improvement model designed to provide teachers with the skills necessary to build leadership capacity through focus, reflection, and collaboration. This qualitative, single site case study examined teacher perceptions with the SGF to understand how the skills learned affected teacher behavior and student learning, built collegiality with peers and school leaders, and built leadership capacity within the school. Individual interviews, written responses, and a focus group interview were conducted with 10 teachers who were trained and implemented the SGF over a 5-year period in a rural East Texas school district. Using case study analysis, data were triangulated and three themes emerged relative to the skills learned from the SGF training: intentional instruction, collegiality and collaboration, and leadership and leadership capacity. Results of the study indicated that: 1) teachers were empowered to make instructional decisions which increased teacher efficacy and student learning; 2) collegial relationships allowed teachers and administrators to work collaboratively to solve instructional problems; and 3) teachers could articulate the traits of leadership capacity, but they were unable to articulate a conceptual understanding of leadership capacity. Teachers identified campus leadership as the key to successful SGF implementation. Teachers perceived three barriers that hindered campus implementation: failure to train non-core content teachers, new employee training, and campus leadership. Recommendations included: 1) developing an induction program for new employees; 2) developing a training plan for non-core content teachers; and 3) discussing the findings with district administration regarding leadership capacity. Recommendations for future research included: 1) conducting a study on the effect of the resistance of school leaders to engage in professional development activities to further school improvement efforts; 2) conducting additional studies on practitioners' perceptions and attitudes of professional learning experiences to add to the existing limited research in this area; and 3) conducting additional studies on practitioners' perceptions of professional learning experiences with other initiatives in the current district.
Langdon, Frances June. "Beginning Teacher Learning and Professional Development: An Analysis of Induction Programmes." The University of Waikato, 2007. http://hdl.handle.net/10289/2624.
Full textWeadon, Helen Ann, and res cand@acu edu au. "Teacher Learning Matters: The interrelationship between the personal and professional lives of rural teachers." Australian Catholic University. School of Education (Victoria), 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp171.29082008.
Full textau, J. Pearce@murdoch edu, and Jane Pearce. "Teacher identity in uinversity classrooms: Reflexivity and professional learning." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060111.123544.
Full textPearce, Jane. "Teacher identity in university classrooms: reflexivity and professional learning." Thesis, Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/251/.
Full textPearce, Jane. "Teacher identity in university classrooms : reflexivity and professional learning /." Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/251/.
Full textQuantz, Mary Ann. "Effective Professional Development: A Study of a Teacher-Initiated, Interdisciplinary Professional Learning Community." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3650.
Full textZhen, Shuyi. "Learning in a pre-service teacher residency program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1749.
Full textRose, Jeff W. "Professional learning communities, teacher collaboration and the impact on teaching and learning /." Connect to dissertation online, 2008.
Find full textMerritt, Llian. "Embedding research as core practice for teachers: a model for whole school teacher learning." Thesis, The University of Sydney, 2003. http://hdl.handle.net/2123/659.
Full textMerritt, Llian. "Embedding research as core practice for teachers a model for whole school teacher learning /." University of Sydney. Policy and Practice, 2003. http://hdl.handle.net/2123/659.
Full textDeignan, Ryan P. "K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study." Thesis, University of Iowa, 2017. https://ir.uiowa.edu/etd/5928.
Full textDuncombe, Rebecca. "Effective teacher learning in primary school physical education : an analysis of school-based collaborative professional learning as a strategy for teacher professional development." Thesis, Loughborough University, 2005. https://dspace.lboro.ac.uk/2134/7723.
Full textNeufeld, Janet K. "The superintendent’s role in teacher professional development." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34494.
Full textDepartment of Educational Leadership
Donna Augustine-Shaw
Jessica Holloway
School superintendents have traditionally been removed from the systemic process of learning in a school district and instead of been considered more indirect supporters of student achievement. Now, in the face of changing leadership standards, they are being required to provide leadership that more directly enhances student learning by way of teacher professional development. This case study takes a deeper look into the process of the superintendent’s role in district professional development. This will include a purposeful examination to clearly understand the superintendent’s role in designing, implementing, and monitoring professional development in the school district. The study includes (a) the meaning of professional development; (b) examination of school leadership theories and roles; and (c) analysis of how professional development impacts the classroom design of a district instructional framework for professional development.
Webster, Susan. "Professional pathways for teacher educators in further education practice : a framework to support professional learning." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/13073.
Full textOddone, Kay. "Teachers' experience of professional learning through personal learning networks." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/127928/1/Kay_Oddone_Thesis.pdf.
Full textFornaro, Elisabeth Grace. ""It's Like Professional Food": Sustaining Urban Educators Through Service-Learning." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/497461.
Full textPh.D.
This dissertation examined the assumptions and motivations that shape teachers’ participation in a service-learning practice and community of practice and how their participation affects their professional practice and identity. Framed by Santoro’s (2013) model of teacher integrity, defined as an educators’ ability to teach in alignment with their commitments, it presents an understanding of challenges to participants’ integrity, and how they mitigate those challenges. Heuristically, this project can be understood as the study of two components conducted using an ethnographic perspective over the course of 16 months: (1) the study of the community of practice and (2) the study of how its characteristics manifest in practice. It involved 100 hours of participant observation, 31 interviews, and the collection of artifact data. Data promote service-learning as a vital pedagogy by shedding light on its potential to sustain urban educators whose integrity is challenged by discourses, policies, and practices that emphasize competition and social efficiency rather than more holistic understandings of education as a civic and social good. Findings show how and why urban educators’ professional and personal commitments are intertwined with beliefs about social justice and democracy. Because of their work with student populations underprivileged and marginalized by systemic situations, meeting students’ social and emotional needs, honoring student voice, and teaching citizenship skills were important to participants. Conditions in their urban schools— a lack of curricular autonomy; insufficient time and resources to meet students’ needs; and deficient support systems— challenged participants commitments. As a result, participants were pushed to participate in service-learning and a service-learning community of practice. In addition, several characteristics of the community of practice pulled participants to participate: a framework for integrating quality service-learning into school- or school district-mandated curriculum; pedagogical and emotional supports specifically needed by urban teachers; and recognition that countered discouragingly negative perceptions of urban teachers. These resources and supports helped urban teachers’ fulfill their professional and personal commitments, validated their work, and sustained them in the profession.
Temple University--Theses
Mory, Joan Ann. "Teacher Leaders' Perceptions of Professional Learning Communities in Middle Schools." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7044.
Full textBan, Eric J. "The professional context for student teacher learning instructional coaching conversations /." [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3173525.
Full textSource: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1322. Adviser: Ronald Barnes. "Title from dissertation home page (viewed Nov. 15, 2006)."
Coulson, Shirley Ann, and res cand@acu edu au. "Practitioner Experience of a Developing Professional Learning Community." Australian Catholic University. Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp194.07052009.
Full textHobart, Leigh. "The current context of Queensland primary teacher engagement with professional learning through professional associations." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/46122/1/Leigh_Hobart_Thesis.pdf.
Full textWeadon, Helen Ann. "Teacher learning matters: The interrelationship between the personal and professional lives of rural teachers." Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/13059746da236bfb5ce240db097bf1ff0f3704eeebdf35b28f2c67a874b6d6e2/1151083/65129_downloaded_stream_354.pdf.
Full textChiu, Siu-hong. "The impact of learning study on teachers' professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35669962.
Full textCalleja, Colin. "THE LET ME LEARN PROFESSIONAL LEARNING PROCESS FOR TEACHER TRANSFORMATION." Doctoral thesis, Universitätsbibliothek Leipzig, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-118616.
Full textWilson, Adrianne G. "Understanding the Cultivation of Teacher Leadership in Professional Learning Communities." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3410.
Full textLomas, Laurinda. "Innovative mathematics curriculum and teacher professional learning: A case study." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/80114b9e620e684062af9caef5045182bbff5cebb4236467f1edffd9c032948d/570294/Lomas_2018_Innovative_mathematics_curriculum_and_teacher_professional.pdf.
Full textKoelsch, Jane-Marie Fetty. "Teacher Perceptions of Professional Learning Community Maturity in Catholic Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2737.
Full textMartello, Kristen Lynn. "Influence of Professional Learning Communities on K-8 Teacher Responsibilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5373.
Full textChang-Seo, Andrea J. "The Importance of Teacher Development| Investigating Teacher Experiences and Perspectives in Professional Learning Communities." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10823846.
Full textPLCs have been shown to be a promising professional development model in increasing overall student achievement. As a result, schools have turned to implementing Professional Learning Communities (PLCs) as a way to help teachers to collaborate, identify the needs of students, and formulate a plan to address the needs. However, little research has been done on how effective PLCs can contribute to both teacher development and student learning. Examining the experiences of teachers within PLCs is critical because, as a form of professional development, it can be used to help teachers feel supported within school sites which may, in turn, encourage retention rates.
The purpose of this study is to investigate teacher experiences and perspectives about the characteristics of effective PLCs that support their professional growth and commitment at a single urban high school site in Southern California. By examining effective PLC characteristics in this case study site, administrators and secondary school site leaders can benefit from implementing PLCs that focus not only on student learning but also with teacher development. This information can support the effective implementation of PLCs in K-12 districts that also contribute to teacher development and success. Creating effective PLCs can positively affect teacher development that may help deepen their commitment to the school and in return, create sustainable student achievement and teacher growth.
Ackerman, Donna V. "The Impact of Teacher Collaboration in a Professional Learning Community on Teacher Job Satisfaction." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/962.
Full textChauraya, Million. "Mathematics Teachers' Knowledge Growth in a Professional Learning Community." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82437.
Full textMcClanahan, Debra Lee. "Teachers' Pedagogical Reasoning in a Professional Learning Community." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/565914.
Full textHamblin, Carolyn J. "How Arizona Community College Teachers Go About Learning to Teach." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4283.
Full textPreis, Stacey Placier Peggy. "Teachers' perspectives on their professional learning environment and the relationship to growth in student achievement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6857.
Full text