Teacher Reflections of the Continual Improvement Process at a Lutheran School

Autor/in	Welton, Michael G.
Titel	Teacher Reflections of the Continual Improvement Process at a Lutheran School
Quelle	(2022), (145 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Concordia University, Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-2043-1
Schlagwörter	Hochschulschrift; Dissertation; Action Research; Protestants; Faculty Development; Educational Improvement; Barriers; Teacher Attitudes; Elementary School Teachers; Learning Processes; Educational Philosophy; Team Teaching; Journal Writing; Teacher Collaboration; Professional Isolation; Teacher Surveys; Reflection; Religious Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Projektforschung; Protestantism; Protestantismus; Teaching improvement; Unterrichtsentwicklung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Learning process; Lernprozess; Bildungsphilosophie; Erziehungsphilosophie; Teamteaching; Zeitschriftenaufsatz; Lehrerkooperation
Abstract	This action research project occurred to assess the effectiveness of the continual learning process, a philosophy described by W. Edwards Deming. The study took place at a small, U.S. Midwest Lutheran school, conducted as a positive response to a teacher survey indicating the study's need. Five of the central concepts of this philosophy were that organizations should (a) have a constancy of purpose, (b) institute training, (c) drive out fear from their organizations, (d) break down barriers, and (e) practice that education is for everyone. The continual learning process in this setting included three major components: instructional teaming, professional development in-services, and mutual observations among the participating teachers. Instructional team notes, reflective journals, and interview transcripts provided the data. This data helped answer the first research question, "What are the perceptions of the teachers regarding collaborative strategies as a result of the continual improvement process at a Lutheran elementary school?" Data analysis also provided answers to three additional questions: "What are the perceptions of the teachers regarding teacher isolation as a result of the continual improvement process at a Lutheran elementary school?"; "What are the perceptions of the teachers regarding teacher support as a result of the continual improvement process at a Lutheran elementary school?"; and "What are the perceptions of the teachers regarding their professional development needs as a result of the continual improvement process at a Lutheran elementary school?" The collected data were rich with individual teacher perceptions. Each question related to the Deming philosophy and the implementation of the continual improvement process at the Lutheran elementary school. [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	2024/1/01