A Case Study Analysis: The Effects of Professional Learning Communities on Head Start Teachers' Preparedness

Autor/in	Lachowicz, Shana
Titel	A Case Study Analysis: The Effects of Professional Learning Communities on Head Start Teachers' Preparedness
Quelle	(2017), (114 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3552-2562-4
Schlagwörter	Hochschulschrift; Dissertation; Preschool Education; Disadvantaged Youth; Questionnaires; Interviews; Focus Groups; Communities of Practice; Faculty Development; Qualitative Research; Case Studies; Teacher Effectiveness; Learning Theories; Teacher Attitudes; Outcomes of Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Fragebogen; Interviewing; Interviewtechnik; Community; Qualitative Forschung; Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Learning theory; Lerntheorie; Lehrerverhalten; Lernleistung; Schulerfolg
Abstract	Head Start (HS) is a nationally known program for young children and continues to serve the most vulnerable children and families. HS teachers are required to have a minimum degree status and a certain number of Professional Development (PD) hours. However, teachers continue to struggle with preparedness and effectiveness. The problem is that HS teachers are not prepared despite degree obtainment. Additionally, Professional Development (PD) lacks the outcomes expected to produce consistency in increasing efficacy and/or preparedness. The purpose of this qualitative case study was to explore the limitations of degree obtainment as a singular measurement for teacher quality and efficacy and to discover how these aspects can be addressed through Professional Development opportunities, particularly Professional Learning Communities (PLCs). The research study utilized theoretic frameworks such as adult learning theories and efficacy theories. Through the use of questionnaires, interviews, and focus groups the study explored the effectiveness of the PLC model as a viable PD tool. 17 teachers working in a large early education program serving HS classrooms were used. Key implications revealed that HS communities require more development for HS teachers is needed to work effectively within these populations. Additionally, stress impacted the perceptions of the teachers' efficacy, as well as the overall effectiveness of the PLC outcomes. A significant conclusion was that effective facilitation of the PLC was vital to positive outcomes and a need for more development for the facilitators. Future research on the efficacy of facilitators, to evaluate differences in outcomes based on varying facilitation, as well as a mixed study to measure efficacy would significantly add to the study outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01