Literaturnachweis - Detailanzeige
| Autor/in | Waskie-Laura, Nicole N. |
|---|---|
| Titel | Negotiating Boundaries, Expanding Capacity, and Shaping Instruction through Professional Development Partnerships |
| Quelle | (2022), (181 Seiten)
PDF als Volltext Ed.D. Dissertation, State University of New York at Binghamton |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3684-8278-1 |
| Schlagwörter | Hochschulschrift; Dissertation; Faculty Development; Partnerships in Education; Teacher Participation; Teacher Attitudes; Educational Practices; Elementary School Teachers; Secondary School Teachers; Teacher Effectiveness; Facilitators (Individuals); Communities of Practice; Professional Identity |
| Abstract | Quality professional development (PD) has been found to positively influence teacher identity, efficacy, and practice. Yet, providing rigorous, sustained, and collaborative PD for all teachers can stretch the financial and human resources of individual districts. PD partnerships, including via educational service agencies (ESAs), can augment districts' internal capacity, especially as a means of providing PD for teachers in unique content areas. However, there is a limited body of research regarding ESA-provided PD, how teachers negotiate boundaries between external PD and their districts, and the role of facilitators in these contexts. To address this gap, I conducted a multiple-article dissertation guided by a single overarching research question: How does participation in collaborative, inter-organizational PD shape teachers' thinking about practice? In the first article, I conducted a systematic literature review of research published between 2015-2022 focused on PD for K-12 teachers involving at least two distinct organizations. Analysis of the literature revealed successful PD partnership factors across partnership types, the influence of partnership PD on teacher efficacy and practice, and the role of external PD facilitators. In the second article, using the communities of practice theoretical framework and related value-creation cycles, I conducted an instrumental case study to explore an emerging PD community facilitated by a regional ESA. Findings revealed how individuals leveraged the knowledge products generated by the group to broker between regional and district communities and navigate their evolving professional identities, although limited in-district collaborative structures hindered the implementation of new practices. The third article synthesizes findings from the systematic literature review and case study to provide practical implications and actionable steps for PD providers and educational leaders, highlighting the challenges of providing quality PD for teachers in specialized content areas. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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