Teacher perceptions of the impact of professional learning

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dc.contributor Dagley, David L.
dc.contributor Dantzler, John A.
dc.contributor Newman, Jane L.
dc.contributor Newton, Rose Mary
dc.contributor.advisor Arredondo, Daisy E.
dc.contributor.author Bitterman, Teresa Allen
dc.date.accessioned 2017-03-01T14:36:22Z
dc.date.available 2017-03-01T14:36:22Z
dc.date.issued 2010
dc.identifier.other u0015_0000001_0000420
dc.identifier.other Bitterman_alatus_0004D_10444
dc.identifier.uri https://ir.ua.edu/handle/123456789/925
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this study was to examine teacher perceptions of professional learning communities in three middle schools. This research examined the perceived impact of professional learning communities on teaching and on student learning. One question guided this research. "What are the teachers' perceptions of seventh grade learning communities' impact on teaching and on student learning in science?" This study used a multiple methods design to examine evidence about relationships among professional learning communities and teaching and student learning. A survey modified from an earlier research study was used (Bolam, McMahon, Stoll, & Thomas 2005). This survey was administered to the teachers who are part of seventh grade science learning communities from each of three participating middle schools. The results from this survey were used to describe teacher perceptions about the use of learning communities within each school. A purposeful sample of candidates was then selected for interviews. Through the use of the two data sources, surveys (see Appendix A) and interviews (see Appendix B), the researcher found four common themes that support the idea of a professional learning community and the effects teachers perceived as contributing to successful teaching and learning. The four themes that emerged included the importance of learning trends, organizational support for a learning community, enquiry orientation, and the need for provision of planning and development.
dc.format.extent 117 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education, Administration
dc.title Teacher perceptions of the impact of professional learning
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.

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