Description
Though National Board Certified Teachers (NBCTs) in Arizona have been identified as leaders on a national level, they do not have comparable opportunities to lead within their local contexts or engage in leadership and collaboration activities that align with Interstate Teacher Assessment and Support Consortium (InTASC) Standard 10. The purpose of this sequential, mixed-methods study was to explore how the development of a teacher leadership community of practice for NBCTs might influence their perceptions of themselves as leaders.
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Contributors
- Adams, Alaina (Author)
- Marley, Scott C. (Thesis advisor)
- Koro-Ljungberg, Mirka (Committee member)
- Allen, Althe (Committee member)
- Arizona State University (Publisher)
Date Created
- 2016
Subjects
- Educational leadership
- Teacher Education
- Action Research
- Communities of practice
- InTASC
- National Board Certification
- professional learning
- teacher leadership
- Teachers--In-service training--Arizona.
- Teachers
- Educational leadership--Arizona.
- Educational leadership
- Communities of practice--Arizona.
- Communities of practice
- Action research--Arizona.
- Action Research
Resource Type
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Note
- Partial requirement for: Ed.D., Arizona State University, 2016Note typethesis
- Includes bibliographical references (pages 86-91)Note typebibliography
- Field of study: Leadership and innovation
Citation and reuse
Statement of Responsibility
by Alaina Adams