Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Institution
- Publication
- Publication Type
Articles 1 - 5 of 5
Full-Text Articles in Entire DC Network
How Do Instructional Coaches Support The Adult Development Of Teachers, Amanda Carol Linn
How Do Instructional Coaches Support The Adult Development Of Teachers, Amanda Carol Linn
Graduate Theses and Dissertations
This case study focused on five Instructional Coaches working in public high schools. The intent of this study was to determine how these Coaches support the adult development of teachers. Three themes emerged from this study: 1) ambiguity regarding the role of Instructional Coaches impacts the performance of Coaches and the adult learners they support, 2) Instructional Coaches struggle to balance the work of supporting adult learners with tasks unrelated to supporting adult learners, and 3) preparation and ongoing professional development for Instructional Coaches is inconsistent in content and frequency.
Teacher Leaders Of Collaborative Action Research: Challenges And Rewards, Stephen P. Gordon, Rachel D. Solis
Teacher Leaders Of Collaborative Action Research: Challenges And Rewards, Stephen P. Gordon, Rachel D. Solis
i.e.: inquiry in education
This study describes four successful collaborative action research (CAR) projects through the lens of teacher leaders who facilitated the CAR. For each CAR project described, the study reports on the relationship of the teacher leader with team members, various phases of CAR, the challenges of implementation and how those challenges were addressed, and results of the action research. Additionally, the study identifies several common characteristics of the widely varied CAR projects. All of the teacher leaders relied on positive relationships with teachers to enlist them into the CAR and keep it going. The CAR teams gathered a variety of data …
A Multiple-Case Study On The Perceptions Of Teacher Autonomy In A Traditionally Structured And A Teacher Powered School, Jerry Wright
A Multiple-Case Study On The Perceptions Of Teacher Autonomy In A Traditionally Structured And A Teacher Powered School, Jerry Wright
Doctoral Dissertations and Projects
The purpose of this qualitative multiple case study was to examine teachers’ perceived autonomy in two different school settings. The theory that guided this study was Bandura’s social-cognitive theory, specifically focusing on the three aspects of human agency. The research question was used to investigate the similarities and differences of teachers’ perceptions of autonomy in two schools one traditionally structured and the other teacher-powered. Thirteen participants from two separate settings, one teacher-powered school and one traditionally structured school were selected for this study. Participants were selected using criterion-sampling methods to ensure that all participants were teachers within their setting. Teacher-powered …
Teacher And Administrator Perspectives From Experiences In The Teacher Leadership Initiative, Leslie Lynne Sharp
Teacher And Administrator Perspectives From Experiences In The Teacher Leadership Initiative, Leslie Lynne Sharp
Graduate Theses and Dissertations
Teacher leadership, has been defined by many researchers as the answer to school improvement through the use of teacher leaders leading the effort in schools and districts. This qualitative dissertation takes a deep look into the experiences of teachers and administrators that participated in a nation-wide teacher leadership pilot, the Teacher Leadership Initiative (TLI), and the effects that this year-long event had on leadership, school improvement and teacher and administrator professional practices. Unifying outcomes from the participants as a result of their involvement in this initiative included changes in thinking about leadership that directly improved professional efficacy, collaborative and leadership …
Examining The Relationship Between Teacher Leadership Perception And Professional Learning Community Engagement, Laura Elizabeth Godlesky
Examining The Relationship Between Teacher Leadership Perception And Professional Learning Community Engagement, Laura Elizabeth Godlesky
Theses and Dissertations
This sequential-explanatory mixed methods study examines teachers' perceptions of their leadership practice through the lens of professional learning community (PLC) engagement. Through the two phases, the relationship is explored quantitatively and qualitatively using a survey and interviews, respectively. Teacher leadership perceptions were analyzed through comments teachers made about their practice through PLC engagement. Additionally, teachers' perspectives of their leadership and influencing factors were also explored through this research study. Findings from this research shed light on the differing ways teachers describe their current leadership practice, and provide insight into further development for teacher leaders.