Literaturnachweis - Detailanzeige
| Autor/in | Krentz, Jenny L. |
|---|---|
| Titel | A Study of Elementary Principal Supported Professional Development Used to Foster Teacher Instruction of Self-Determination Skills |
| Quelle | (2018), (138 Seiten)
PDF als Volltext Ph.D. Dissertation, Capella University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4382-6198-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Faculty Development; Self Determination; Principals; Barriers; Teacher Improvement; Elementary Schools; Educational Methods; Teacher Attitudes; Instructional Materials |
| Abstract | The purpose of this basic qualitative study was to uncover effective professional development activities organized by elementary school principals and used to foster and support teachers with the instruction of self-determination skills along with any barriers principals encountered in their efforts to support teacher instruction. This study was conducted in response to literature stating that teachers identify a lack of self-determination training as an obstacle to their instruction in this area. Results from the study could be used to inform others in the field of the methods, activities, and programs that current principals used to address this need. Currently there is no literature in this area. Two research questions were developed for the study. Research question one: What effective professional development activities have elementary school principals implemented to support and foster the incidental and explicit instruction of self-determination skills by elementary school teachers? Research question two: What obstacles or barriers do principals encounter and attempt to overcome in their leadership efforts at supporting teacher instruction of self-determination skills? A basic qualitative design with face-to-face semi-structured interviews was used to collect data from 12 elementary principals from a western state. Findings showed some participants used professional, research based self-determination models to guide instructional practices, while others used materials from varied sources to create a program. Expectations for explicit instruction varied by school and teachers, although all study participants expected incidental instruction to occur. Methods for monitoring instruction were shared along with indicators of program effectiveness. Findings showed the primary barrier encountered by participants in their initiatives was teacher beliefs. When analyzing the findings, it became apparent that some materials used to support teachers with self-determination instruction might not be research based and may warrant further investigation. [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 | 2020/1/01 |
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