Matching Items (3)
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- All Subjects: Professional learning communities
- Creators: Markos, Amy
Description
This action research study explored what would happen if a principal network was created to provide time for collaboration about critical case studies of practice. The participants in this study were novice and experienced principals in an elementary school district in Arizona. Based on the underpinnings of the Wallace Foundation principal support programs, the study was designed to combat the limited professional development offerings for in-service principals. Modeling the use of cases from the legal and medical professions, this study utilized case studies as the base for peer collaboration to extend the principals' critical thinking skills of relevance, breadth, and depth.
The study design aligned with adult learning theory and focused on authentic problem solving. Participants read case studies, completed individual case analysis, collaborated, and wrote reflections. The cases were intentionally selected to match current problems of practice for the participants. This mixed methods study followed a sequential analysis process beginning with qualitative analysis using a grounded theory approach and moving to quantitative analysis.
The results of this study indicated that the participants' ability to think critically about the problem (relevance) and its complexity (breadth and depth) increased over time. The data also showed that the principals gained an increased awareness and appreciation for multiple perspectives. Lastly, the participants valued the time to collaborate together, gain insight from one another and reduce feelings of isolation in their role as administrators. Future research should continue to explore the use of critical case studies of practice as a in participatory action research with in-service principals.
The study design aligned with adult learning theory and focused on authentic problem solving. Participants read case studies, completed individual case analysis, collaborated, and wrote reflections. The cases were intentionally selected to match current problems of practice for the participants. This mixed methods study followed a sequential analysis process beginning with qualitative analysis using a grounded theory approach and moving to quantitative analysis.
The results of this study indicated that the participants' ability to think critically about the problem (relevance) and its complexity (breadth and depth) increased over time. The data also showed that the principals gained an increased awareness and appreciation for multiple perspectives. Lastly, the participants valued the time to collaborate together, gain insight from one another and reduce feelings of isolation in their role as administrators. Future research should continue to explore the use of critical case studies of practice as a in participatory action research with in-service principals.
ContributorsKubasko, Wendy Lynn (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Dinn-You Liou, Daniel (Committee member) / Diaz, Rene (Committee member) / Arizona State University (Publisher)
Created2015
Description
The purpose of this study was to explore the influence of the innovation, the Professional Learning Community-Orientation Modules (PLC-OM), on new teachers’ (NTs) attitudes towards and self-efficacy for PLCs and their self-efficacy and abilities as NTs. The school district in which this study took place did not have any support for NTs who entered their Professional Learning Communities (PLCs). The PLC-OM was designed to address the lack of support for PLCs, increasing NTs knowledge of PLCs and PLC skills and empowering them to act within collaborative networks. The literature review includes various, relevant studies from areas such as new teacher retention, specifically induction and mentoring programs, NT collaboration, and NT self-efficacy and past research around PLCs and online learning communities. The theory guiding this study includes sociocultural theory, social cognitive theory, and communities of practice. This mixed-methods action research study was conducted within southeastern Pennsylvania and included a total of 18 participants from elementary, middle, and high school. The innovation was implemented over a 13-week period with participants engaging in asynchronous and synchronous activities through Schoology, a learning management system. Participants completed pre- and post-innovation surveys and the Perceived New Teacher Growth Level Survey. Additionally, throughout the PLC-OM, NTs completed a Flipgrid introduction, discussion board responses, and PLC reflections. Flipgrid is a video recording platform that allows participants to create short videos and share with a group. They also engaged in virtual synchronous meetings as an entire cohort which were led by the researcher and focus-group interviews. Quantitative data was analyzed through descriptive statistics and a one sample t-test for the pre- and post-innovation surveys while the qualitative data was analyzed using a grounded theory approach, specifically the constant comparative method. All data was triangulated to confirm and corroborate findings.
Results suggested that the PLC-OM was beneficial for NTs and contributed to an increase in self-efficacy for PLCs and as NTs. NTs showed an increase in knowledge of PLCs and their PLC skills including interpersonal skills that can assist with collaboration. Additionally, the PLC-OM positively influenced NTs attitudes toward PLCs and their abilities as NTs. The discussion focuses on clarifying the following: the changes in NTs self-efficacy for PLCs and as NTs; the attitudes of NTs toward PLCs; and the influence of the PLC-OM design.
ContributorsForrest, Nicole (Author) / Markos, Amy (Thesis advisor) / Florio, Tammi (Committee member) / Farmakis, Heather (Committee member) / Arizona State University (Publisher)
Created2021
Description
The importance of teacher collaboration and professional growth are highlighted by their inclusion in the 2015 Every Student Succeeds Act (ESSA). In ESSA, it is recommended that teachers are provided with opportunities to collaborate and participate in learning communities. The purpose of this action research study was to address the problem of practice of a lack of teacher collaboration and professional learning community (PLC) at Sun Valley High School (SVHS); a 9th-12th grade public school in southern California. Through previous cycles of research, an online collaborative space to foster and support teacher collaboration was created; the PLC Team Hub. This study examined the attitudes and experiences of three teachers participating in a first-year, cross-curricular PLC Team and their interaction with the PLC Team Hub. Data gathered includes survey data, teacher interviews, audio of PLC Team meetings, teacher-generated artifacts, and digital researcher journal. Results suggested that the PLC Team Hub was effective in facilitating teacher collaboration and communication for these teachers. Further, teachers reported that they observed evidence of cross-curricular student engagement and learning as a result of their participation in the PLC Team Hub. Recommendations focus on the future of the innovation and the need for institutional and administrative support to continue the PLC Team Hub at SVHS.
ContributorsSzabo, Zsuzsa Zelika (Author) / Wolf, Leigh (Thesis advisor) / Markos, Amy (Committee member) / Finnell, Todd (Committee member) / Arizona State University (Publisher)
Created2023