Дисертації з теми "Teacher professional development and learning"
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Bush, 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.
Повний текст джерелаBeard, 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.
Повний текст джерелаJones, 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.
Повний текст джерелаMoodley, Kimera. "Mobile learning : a professional teacher technical identity development framework." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/67413.
Повний текст джерелаThesis (PhD)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
PhD
Unrestricted
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.
Повний текст джерелаSheffield, 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.
Повний текст джерелаNeufeld, Janet K. "The superintendent’s role in teacher professional development." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34494.
Повний текст джерелаDepartment 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.
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.
Повний текст джерелаRipley, Jerry W. "Teacher Perceptions of Individual Professional Learning Plans." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/2949.
Повний текст джерелаQuantz, Mary Ann. "Effective Professional Development: A Study of a Teacher-Initiated, Interdisciplinary Professional Learning Community." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3650.
Повний текст джерелаChiu, 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.
Повний текст джерелаMettler, Eunice. "Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5355.
Повний текст джерелаContinuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research question for this research paper is: “Why are teachers at working class schools not participating in CPTD initiatives as expected?” A qualitative approach within the interpretive paradigm was adopted throughout this study. The interpretive approach allowed the researcher to gain a more social world interpretation of the respondents as it provided insight in CPTD practices at working class schools. The process of data gathering was inductive as information emerges from interviews and questionnaires. Open-ended questionnaires and semi-structured interviews were used to gather data. The study comprised 15 respondents and included teachers at two schools and three officials from the Department of Education. The demographics of the two schools were similar which made it possible to ask the same questions for all respondents. The study highlighted the lack of participation of teachers in CPTD due to human, material and financial constraints. Urgent consideration needs to be given to eradicating these barriers for continuous professional development of teachers. Providers of CPTD should ensure that the needs of teachers are met and training should be embarked upon on a continuous basis. In addition, priority should be given to teachers employed at schools in working class areas.
Schols, Maurice. "Continuing technology professional development : a technology learning preferences instrument to support teacher educators' workplace learning." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/continuing-technology-professional-development(07a1731f-420f-42ed-af16-7956aeea8eda).html.
Повний текст джерелаSmith, Charles Raymond. "Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership." University of the Western Cape, 2015. http://hdl.handle.net/11394/4943.
Повний текст джерелаWays of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona, Kearney, & Burden, 2013). The “quick fix” mentality that is endemic to most including those aimed at educational systems leads to very superficial implementation of improvement strategies, including teacher development. These strategies are usually bureaucratically mandated and superficially implemented in a top-down manner. One of the critical drawbacks of such superficial implementation of top-down improvement strategies is that it fails to appeal to teachers because of their historical experiences of such short term and intermittent improvement interventions. This study focussed on the development of a Professional Learning Community (PLC) as a possible continuous professional teacher development (CPTD) model with a promise to deliver effective CPTD. Literature in this regard indicates this model of CPTD as highly effective to support sustained teacher development. The efficacy a PLC is predicated on a collaborative and relational approach to teacher development and professional learning underpinned by a microclimate of commonality. The initiation of PLCs is a complex task. It requires a deep understanding of the processes involved in orientating teachers to processes that involve reflective dialogue and collaborative inquiry. Hence this study sought to investigate experiences of teachers in a PLC established through an alliance involving teachers, didacticians and education officials. This study found that the PLC signifier conveys significant meaning for teachers in terms of their engagement in the PLC. Moreover, teachers’ experiences of the PLC model confirmed the generally accepted features of a PLC. The importance of having a common vision, norms and standards was shown to be an important dimension of the PLC. Besides the fact that the active promotion of this shared vision by the PLC leadership and other education administrators was highlighted, teachers in general accepted the importance of being reflective practitioners. Despite this belief in the value of collaborative reflection, this study found that it does not take place as often as one would expect. This is, to some extent, due to the timetabling arrangements at most schools in the sample. Findings of this investigation provided evidence that it is possible in a PLC to effect a shift from professional development to professional learning. This is consistent with literature in this regard, for example, Benken & Brown (2010) support this argument by indicating that CPTD should be viewed as professional learning that is sustained over time. However, the issue of sustainability is an important challenge. This study revealed that teachers see sustainability as a function of three important variables, namely, recognition by school leadership and administrators, support from the organised teacher movements and subject organisations, and teacher commitment. Important affordances of a PLC identified through this study are relational agency, epistemic agency and a micro-climate of commonality. These affordances are viewed as important enablers of collaborative inquiry and reflective dialogue and underscores the community aspect of a PLC.
Forrester, Catherine Margaret. "The Influence of On-site Professional Development on Teacher Practice." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/1c98ddfb5f1ff302feb888e849c19e2d94242a71358d9ec3b2f54a1a13cbcd8e/6328919/Forrester_2018_The_influence_of_on_site_professional_development.pdf.
Повний текст джерелаSari, Eunice R. "Teacher professional development in an online learning community : a case study in Indonesia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/470.
Повний текст джерелаChang-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.
Повний текст джерелаPLCs 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.
Gesner, Emily K. "Talking About Teaching: A professional development group for preservice secondary teachers." The University of Waikato, 2009. http://hdl.handle.net/10289/2792.
Повний текст джерелаDeignan, 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.
Повний текст джерелаDuncombe, 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.
Повний текст джерелаShurtleff, Kay. "Teachers' Attitudes toward Professional Development: A Mixed Methods Study." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703399/.
Повний текст джерелаMartello, Kristen Lynn. "Influence of Professional Learning Communities on K-8 Teacher Responsibilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5373.
Повний текст джерелаMerritt, 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.
Повний текст джерелаChiu, Siu-hong, and 趙少康. "The impact of learning study on teachers' professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35669962.
Повний текст джерелаАндрейко, Лариса Володимирівна, Лариса Владимировна Андрейко, and Larysa Volodymyrivna Andreiko. "Professional Development of English Language Teachers." Thesis, Севастополь: Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/58865.
Повний текст джерелаThe article deals with such aspects of professional development of English language teachers as knowing about the subjetc matter, theories of learning and teaching , and the students.
Pitman, Joanne, and University of Lethbridge Faculty of Education. "Teacher perceptions of leadership practices and the development of professional learning communities : an exploration." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008. http://hdl.handle.net/10133/731.
Повний текст джерелаix, 147 leaves ; 29 cm.
Arkhipenka, Volha. "A narrative exploration of MA TESOL participants' professional development." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/a-narrative-exploration-of-ma-tesol-participants-professional-development(b0538e1b-9260-49b1-8adc-5769b27116d3).html.
Повний текст джерелаHamblin, Carolyn J. "How Arizona Community College Teachers Go About Learning to Teach." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4283.
Повний текст джерелаNoonan, James. "Teachers Learning: Engagement, Identity, and Agency in Powerful Professional Development." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663230.
Повний текст джерелаSmith, Kara N. "Online Teacher Professional Development: The Importance of Training to Deliver PD Online." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1949.
Повний текст джерелаThe most recent reauthorization of the Elementary and Secondary Education Act, the No Child Left Behind Act, focuses on the continued importance of teacher professional development. There are a great deal of challenges involved with delivering high-quality teacher professional development to all teachers, however, such as time, geography, and available resources. Online professional development is emerging in the literature as a viable alternative to traditional face-to-face online professional development. With the recent emergence of such a trend, however, very little research had been conducted on the quality of the individuals providing the online PD to teachers. The aim of this study was to examine one online facilitator-training program which was designed to train facilitators in the skills and best practices associated with delivering high quality PD to teachers across eight states. Using survey data collected over a two-year period, this dissertation explored the relationship between facilitator trainee ratings of training workshop quality and teacher outcomes of interest through a set of five regression equations. While only three of the relationships were found to be statistically significant, all provided valuable insight nonetheless. Specifically, the significant contributions include; a better insight into the relationship between training facilitators to deliver PD specifically in an online format and teacher perception of course quality, a series of tools to measure this relationship with other facilitator training programs in the future and, a contribution to the sparse literature currently available on this topic
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
Casciola, Vanessa. "Preservice Teachers Engaged in Professional Learning Community to Explore Critical Literacy." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6202.
Повний текст джерелаPayne, Jettie Pearl. "Professional Development and Its Influence on Teacher Practice and Student Achievement." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3064.
Повний текст джерелаMccarthy, Kelly Elizabeth. "An Analysis of the Formal and Informal Professional Learning Practices of Middle and High School Mathematics Teachers." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6318.
Повний текст джерелаAndreou, Andreas M. "Teacher Professional Development in an online Learning Environment : An Action Research Project." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504767.
Повний текст джерелаAyubayeva, Nazipa. "Teacher collaboration for professional learning : case studies of three schools in Kazakhstan." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/273675.
Повний текст джерелаKoelsch, Jane-Marie Fetty. "Teacher Perceptions of Professional Learning Community Maturity in Catholic Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2737.
Повний текст джерелаTaylor, Philip Robert. "The complexity of teacher professional growth - experiences of professional learning and development, including practice-based inquiry." Thesis, Birmingham City University, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.758579.
Повний текст джерелаWhitney, Brian T. "Searching for patterns of discourse in a sea of professional development : professional learning and teacher discourse /." Boise State University: Complete ScholarWorks record including accompanying resources if available, 2009. http://scholarworks.boisestate.edu/td/20/.
Повний текст джерелаQuattlebaum, Simon F. "Designing Professional Development for Elementary School Teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1549.
Повний текст джерелаSmith, Prudence M. "Professional development : teachers' learning in reading recovery." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/298.
Повний текст джерелаZhen, 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.
Повний текст джерелаLai, Ting-chun. "The use of learning study to enhance teachers' professional development : a case study." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35670927.
Повний текст джерелаAbdelhafez, Ahmed. "An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/119325.
Повний текст джерелаPorter, Cindra K. "Planning to co-teach with ELL teachers: how discourse positions teachers within professional learning communities." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6250.
Повний текст джерелаCastro, Julie Anne. "Becoming a Teacher Educator: A Self-Study of Learning and Discovery as a Mentor Teacher." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2472.pdf.
Повний текст джерелаBest, Kathryn W. "UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL)." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4105.
Повний текст джерелаGruenhagen, Lisa Marie. "Investigating professional development : early childhood music teacher learning in a community of practice /." Digitized version, 2007. http://hdl.handle.net/1802/5630.
Повний текст джерелаCastañeda, Imelda R. "Teacher Perceptions of Effects of Professional Development on Teaching Practice and Student Learning." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022685935.
Повний текст джерелаHewitt, Julie E. "Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/950.
Повний текст джерелаRoberts, Irma. "Performance management : a connected professional learning model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/324.
Повний текст джерела