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Reflections On Professional Development: An Autoethnographic Study In Theories Of Practice, Sara Elizabeth Jennings
Reflections On Professional Development: An Autoethnographic Study In Theories Of Practice, Sara Elizabeth Jennings
Dissertations
This autoethnographic project extends the work of Argyris and Schön (1974); Houchens (2008); Houchens and Keedy (2009); Houchens, Hurt, Stobaugh, & Keedy (2012); and Houchens, Stewart, and Jennings (2017) by replicating an experiment in reflective practice using a self-coaching protocol as a means for mapping one’s own theories of practice. Relying on selfreflexivity to study professional learning in a culture of school reform, the author used Argyris and Schon’s (1974) theories of practice as a conceptual framework by adapting a self-coaching protocol (Houchens, 2008; Houchens et al., 2012; Houchens et al., 2017) and pairing it with selfobservations of video-recorded instructional …
Teachers' Perceptions Of Working Conditions: The Difference Between Static And Improving Schools In Kentucky, Amy Bryant Allen
Teachers' Perceptions Of Working Conditions: The Difference Between Static And Improving Schools In Kentucky, Amy Bryant Allen
Dissertations
The primary purpose of this study was to identify the changes concerning teachers’ perceptions of working conditions within Kentucky’s District 180 Priority Schools. The District 180 Priority Schools comprises of 41 secondary schools that ranked in the bottom fifth percentile on the Kentucky School Report Card. Schools were divided into two categories, static or improving, based upon student achievement changes from 2009 until 2013. The study utilized results from the 2011 and 2013 TELL Kentucky Survey to determine whether changes in teachers’ perceptions of working conditions were statistically significant from 2011 to 2013 in the areas of instructional time, availability …