The Resource Teachers' and administrators' perceptions of study groups as a form of professional development, by Donna Joan Murray

Teachers' and administrators' perceptions of study groups as a form of professional development, by Donna Joan Murray

Label
Teachers' and administrators' perceptions of study groups as a form of professional development
Title
Teachers' and administrators' perceptions of study groups as a form of professional development
Statement of responsibility
by Donna Joan Murray
Creator
Subject
Genre
Language
eng
Summary
Abstract: The purpose of this study was to add to the existing knowledge base concerning the teacher-led study group as an effective form of student centered professional development. Administrators' and teachers' perceptions concerning the effects of study group participation and the evidence of change to which they referred was the focus. Research showed that study group participation is gaining popularity as a form of professional development (Murphy & Lick, 2001). Study groups typically gather educators together to learn more about topics of their choice. Their goal is usually two-fold: to improve both teaching and student learning. At sessions colleagues reflect on experiences, share what is working, and cooperatively solves problems of implementation. Evidence indicates that collegial conversations increase teacher knowledge, stimulate new understanding, and encourage teachers to try new approaches they might not have had the courage to try. The following research questions stimulated this qualitative study: (1) What are administrators' perceptions about the role of study groups in meeting district-wide professional development goals? (2) What factors do participants consider important when participating in a study group as a form of professional development? (3) What are teachers' perceptions about the effects of study group participation on their own teaching practices and on their students' learning outcomes? (4) What types of evidence do teachers and administrators provide to support their perceptions of teaching and learning outcomes of study group participation? This study captured the perceptions of 25 teachers, three principals, and one assistant superintendent. Data were gathered through semi-structured interviews, observations, surveys, and document analysis. Results indicated that administrators perceived study groups as providing a way to introduce new ideas to the faculty, to get test results into the classroom, to connect to district-wide goals, and to provide an opportunity for reflection. The type of evidence that most administrators offered was large-scale test results. Teachers described situations involving taking responsibility for student learning, using best practices, and engaging in collaborative problem solving. They found evidence of change in daily observations and large-scale test results. In conclusion, the use of study groups as a form of professional development contributed to the creation of a stimulating environment that supported teachers' professional growth and provided a way to accomplish district-wide goals
Cataloging source
BOS
http://library.link/vocab/creatorName
Murray, Donna Joan
Dissertation note
Thesis (Ed. D.)--Boston University, 2008.
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • theses
http://library.link/vocab/subjectName
Boston University
Label
Teachers' and administrators' perceptions of study groups as a form of professional development, by Donna Joan Murray
Instantiates
Publication
Note
Vita
Bibliography note
Includes bibliographical references (leaves 130-137)
Dimensions
28 cm.
Dimensions
unknown
Extent
x, 138 leaves
Form of item
electronic
Governing access note
Abstract and full text (PDF format) available online through IP addresses on the Boston University campus; proxy access also available
Other physical details
ill.
Specific material designation
remote
System control number
  • (OCoLC)401825214
  • (OCoLC)401825214
Label
Teachers' and administrators' perceptions of study groups as a form of professional development, by Donna Joan Murray
Publication
Note
Vita
Bibliography note
Includes bibliographical references (leaves 130-137)
Dimensions
28 cm.
Dimensions
unknown
Extent
x, 138 leaves
Form of item
electronic
Governing access note
Abstract and full text (PDF format) available online through IP addresses on the Boston University campus; proxy access also available
Other physical details
ill.
Specific material designation
remote
System control number
  • (OCoLC)401825214
  • (OCoLC)401825214

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