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A Grounded Theory Of Professional Development Preferences Of Millennial Educational Professionals, Bobbie M. Downs
A Grounded Theory Of Professional Development Preferences Of Millennial Educational Professionals, Bobbie M. Downs
Theses and Dissertations
The purpose of this grounded research study is to answer the question: How should professional development be designed to best meet the preferences of educational professionals of the millennial generation? As the workplace, including the field of education, becomes more generationally diverse, it is education leaders who must learn the unique needs of their staff members and develop meaningful professional development opportunities that meet these requirements. Both generational cohort theory and transformative learning theory became the underpinnings of the research. The research was conducted primarily through qualitative interviews at an educational services commission in New Jersey. A theory about millennial …
A Critical Examination Of Secondary Teachers’ Perceptions Of Liberatory Pd, Christine C. Moore
A Critical Examination Of Secondary Teachers’ Perceptions Of Liberatory Pd, Christine C. Moore
Theses and Dissertations
This study sought to develop an understanding of secondary teachers’ perceptions of liberatory (justice-oriented) professional development at three school sites in a single school district. As participants shared their perceptions, three significant themes emerged; they described 1) facing contextual constraints that limited their agency 2) desiring to be reframed as knowledge producers, yet 3) struggling to envision how their agency could support their liberation. These key findings led to an emergent theory of the Cycle of Professional Development Stagnation, a cycle involving barriers that perpetuate the framing of teachers as passive recipients of knowledge. As evidenced in this qualitative …