30 research outputs found

    Professional evolution stories as told by secondary teachers while immersed in professional learning community collaboration

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    Title from PDF of title page (University of Missouri--Columbia, viewed on April 30, 2014).The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.VitaThe intent of this single bounded case study, conducted at a large Midwestern high school, was to begin to fill the knowledge gap by providing insight on the evolutionary process of teacher transformation when teachers are immersed in collaboration in a PLC setting. Using a stratified chart to purposefully select 23 participants, my study sought to understand how knowledge was generated and shared. My research did not follow a step by step process, but instead involved seeking meaning and developing interpretive explanations through a double loop feedback process. Four years of archival data were triangulated with 5 collaborative team observations and 17 face-to-face interviews. Specifically, this study sought to discover how teachers evolve. Three stages of evolution emerged from the data: a) knowledge creation, b) collaboration, and c) teacher empowerment. Results found teachers evolve to a final stage of deprivitization of practice. The author of this study was immersed in a professional learning community to design the study, collect the data, and review results obtained at the case setting. Personal experiences as a participant researcher are shared and discussed. This study adds to the body of research by providing teacher stories about their learning process when immersed in a collaborative team environment. Furthermore this research adds to the literature by discussing the factors that attribute to teacher evolution

    Queer: Good Gay, Bad Gay, Black Gay, White Gay?

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    As Deadline .com bluntly put it, \u27Kevin Spacey Apologizes to Anthony Rapp for Alleged Sexual Advances; Chooses to Live As A Gay Man. \u27 The outraged response of progressive intellectuals, activists, and cultural critics to Spacey’s twofold tweet has demonstrated, inter alia, the resilience of old school assumptions and expectations about coming out and about gay identity and gay identifications. These outraged responses have come especially from younger generations of intellectuals, activists, and critics, but also across generations, genders, and sexual orientations. Despite decades of attacks on models of gay identity that center on teleological narratives of coming out, and critiques of the privileging of coming out as the apotheosis of a triumphalist gay identity as racist and ethnocentric in that privileging’s assumption of identity as coherent and univocal, and the assumption of a safe space to come out into (#BlackLivesMatter has served as a forceful reminder of the illusion of such safe spaces for black men, in particular), here we are again at a coming out crossroads, at a coming out as crossroad

    Concepts of Teacher Professional Learning Opportunities and Social Justice Practices: A Literature Review

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    The purpose of this literature review is to bring together two concepts: teachers’ professional learning and development opportunities and their social justice practices. Teachers voluntarily, due to both personal and professional perspectives, seek out learning opportunities, knowledge, and support that go beyond conventional in-service training and dissemination strategies (Cochran-Smith & Lytle,1992, 1999; Darling-Hammond & McLaughlin, 1995; Lieberman & Grolnick, 1996). In particular, teachers committed to social justice develop and seek professional learning outside of the formal education system because social justice teaching has not yet become a priority (Bascia, 2014). The literature reveals that social justice teaching practices are often developed informally. However, much of the literature about what and how teachers learn remains focused on formal arrangements of learning. Recommendations are made to refocus on informal learning arrangements such as teacher-initiated networks

    A Structured Approach to Teacher Collaboration Within Professional Learning Communities

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    The purpose of this project is to develop a teacher handbook for a more structured approach to teacher collaboration within professional learning communities. Many groups of teachers have successfully participated in small teams, including focusing on such activities as team building, scheduling, parent communication, discussing lesson plans and curriculum, and sharing strategies to improve student behavior. Unfortunately, this is where most teams are stymied, unsure of how to take their collaboration to a higher level. The next step needed is to move forward and truly start looking at student learning and analyzing instruction practices as well as assessments, in order to increase student achievement. This project addresses how to get to that next level so as to utilize this group collaborative time by the creation of structures or guidelines based on the most recent research available on professional learning communities

    Teacher Leadership: Emergent Leadership in a Complex System Functioning as a Professional Learning Community

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    The extent to which organizational, social, cultural, and leadership contexts within schools support or impede the complexity of emergent leadership as it relates to professional learning communities was investigated in this study. Through in-depth interviews exploring ways in which teacher leadership manifests itself, the ability of teachers to understand their own leadership capacity, and how their emergent leadership influences others, data from this study reshape the notion that schools do not need to reform, but need to transform from traditional schools of teaching into contemporary schools of learning, providing the type of professional knowledge needed to foster 21st century skills for students. Data were collected through one-on-one semi-structured interviews conducted With fourteen teachers from four schools designated as the highest and lowest Title I and Non-Title I schools in a large urban district based on state wide achievement scores. These interview data were analyzed to develop five thematic constructs with sixteen themes. Thematic constructs were also developed to address the four context factors that may support or impede emergent teacher leadership. The findings suggested that teacher leadership has the ability to develop through the process of collaboration which is socially constructed in the context of professional learning communities. Findings further reveal that deep considerations for the ramifications of working within such a complex system as a learning community be made. These considerations include understanding that teacher leadership leads to a shift in decision making from a hierarchical to democratic model, that collaboration builds organizational intelligence, that struggling students are motivators for reflective professional discourse, and that influential peers set the model for this type of intuitive teacher leadership. Implications for further practice and directions for future research are also discussed

    Maintaining and Improving Academic Achievement in the Midst of Significant Demographic Change: A Case Study Analysis

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    The research of Mei Jiun Wu (2013) indicates that demographic change greater than 1% has significant impact on the achievement performance of school districts. This study analyzes a single district that experienced an average of 1.25% demographic change per year consisting of an increase of non-White students from 2002 to 2015. Despite this compounding change, the district was able to maintain and improve academic achievement. This study utilizes Marzano and Waters\u27 (2009) framework for school leadership as well as Lindsey, Nuri-Robins, and Terrell\u27s (2009) Framework for cultural proficiency to better understand how the district was able to maintain and improve academic achievement in the midst of significant demographic change. The study identifies the educational practices suggested by these frameworks as active within the school district and highlights the positive impact of mission oriented collaborative goal setting, data driven needs assessment with corresponding intervention services, overlapping communication structures, and a communal expectation of culturally responsive behavior

    What Is a Human Right - Universals and the Challenge of Cultural Relativism

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    ModeratorPaul Dubinsky New York Law School Panelists Jeremy Waldron Columbia Law School Tracy Higgins Fordham Law School Michel Rosenfeld Cardozo Law School Ruti Teitel New York Law Schoo

    The Application of Adult Learning and Development Theory in the Undergraduate Classroom

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    Instructors in higher education may have a limited knowledge of ways adults learn and develop. That lack of theoretical understanding may have inhibited the pedagogical practice of faculty in the undergraduate classroom. The purpose of this study was to explore how university instructors described their understanding of adult learning and development in undergraduate settings, and to identify factors that influenced the design and implementation of instructional practice as reported by undergraduate faculty. The study employed an explanatory sequential mixed methods research design. An online survey collected quantitative and qualitative data from 95 university instructors in Northeastern Massachusetts. Follow-up interviews were conducted with ten survey participants to garner additional qualitative data. Consistent with analysis procedures for phenomenological research, significant statements were extracted from surveys and interview transcripts and sorted into concept codes that were categorized and analyzed for emergent themes, resulting in six findings. These findings suggested that the majority of university instructors had minimal training in and understanding of adult learning and development theory. Instructors, however, did not identify understanding of adult learning and development theory as a requisite of effective practice. Rather, instructors were confident in their abilities to support students in learning course content and applying that content in real-world contexts. University faculty demonstrated an interest in employing instructional practices that supported students in understanding new content and concepts. Further, instructors identified experiential learning, coupled with real-world problems, as ways adults learn and develop in the undergraduate setting. Such methods were employed by faculty if they perceived themselves as effective in the implementation of those practices. Professional dialogue, critical reflection on teaching experiences, and student feedback were identified as factors that contributed to the design and implementation of lessons in the undergraduate classroom. Cultivating a professional climate of safety and trust supported adults as they fully engaged in learning experiences. Key recommendations encourage university administrators to examine professional learning structures in K-12 schools. Formalization of learning communities in higher education can support instructors in the deprivitization of practice, engagement in professional discourse, and individual and collective reflection. Investing the time and resources necessary to foster and nurture such conditions can result in institutions of higher education evolving into communities of learners

    The Development and Design of a Peer Coaching Model Program for High School Teachers and Administrators

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    Clinical supervision is a coherent process for teacher evaluation. A significant investment of time and training for teachers and administrators is necessary to successfully implement the clinical supervision model. A peer coaching program presents the opportunity of improving upon the clinical supervision model and establishing a lasting staff development program. The Critical Friends Group model, developed by the Coalition of Essential Schools, provides the structure which fosters collegiality, professional development, and improved student learning. The success of a Critical Friends Group peer coaching program relies on the leadership of the principal through active participation, financing, and modeling professional collaboration
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