Files and links (1)
PDFOpen Access (License Unspecified), Open Access
Dissertation
Using the voices of K-4 teachers to explore a reformed professional learning model: a qualitative case study
Doctor of Education (Ed.D.), Drexel University
May 2018
DOI:
https://doi.org/10.17918/D8C097
Abstract
This qualitative case study explored K-4 teachers' perceptions of and experiences with a reformed professional learning model. The ineffectiveness of former professional learning models for teachers in public school settings has led to a surge in reformed models for teacher professional learning and development. The prevalence of these innovative learning models created a need to explore and to measure the effectiveness of these reformed models for teacher learning. This study intended to capture teachers' perceptions of a reformed professional learning model and its impact on their professional practices through the use of one central research question and two sub-questions focused on the features and descriptions of the new model. Teachers described the positive features of and the challenging experiences within the reformed model in order to inform future professional learning designs and components. A review of artifacts from two professional learning day evaluations of the reformed professional learning model, two four-person focus groups, and four individual interviews were utilized in order to explore teachers' perceptions of the reformed model. The findings from this study communicated that the participants' perceptions of the reformed model were influenced by the descriptions, experiences, impact, and constructive feedback of the reformed professional learning model. The themes which surfaced after analysis of the data identified essential features of effective professional learning models through the lens of the K-4 teachers: professional learning models should have a purpose and utilize collaborative design features; include choice and the presence of individualized options; incorporate active learning and engaging experiences with opportunities to reflect; and, finally, demonstrate coherence and continuity within professional learning options. The increase of reformed professional learning models in the field of education should coincide with the use of collaborative structures that consider the perceptions of teachers when measuring the effectiveness of reformed professional learning models.
Metrics
46 File views/ downloads
52 Record Views
Details
- Title
- Using the voices of K-4 teachers to explore a reformed professional learning model
- Creators
- Elsie A. Butler - DU
- Contributors
- Kenneth J. Mawritz (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 145 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 8051; 991014631954404721