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Exploring The Perceptions Of The Effectiveness Of Plcs By Teachers In A Rural Middle/High School, Erin Beasley
Exploring The Perceptions Of The Effectiveness Of Plcs By Teachers In A Rural Middle/High School, Erin Beasley
Doctor of Education in Teacher Leadership Dissertations
This mixed methods study sought to explore how effective teachers perceive their PLCs to be. Of particular interest was the possible effects that the teachers’ years of experience and/or the level of certification had on those perceptions. The researcher sought to determine how the teacher population of one rural Georgia school felt about their PLCs as well as get a more candid, in-depth picture from a selective number of those teachers via interviews. The purpose of this study was to then use these findings to improve PLC practices and build a sustainable PLC environment in this particular school.
Zero Tolerance, Zero Justice: Teacher Perceptions Of Using Restorative Justice, Ajayi Monell
Zero Tolerance, Zero Justice: Teacher Perceptions Of Using Restorative Justice, Ajayi Monell
Doctor of Education in Teacher Leadership Dissertations
While many schools are spending millions on instructional programming, new technology, and colorful chart paper for data walls, an area that often takes a back seat to improving achievement is the social and emotional learning of students (SEL). Until the education community starts focusing on the well-being of our students, closing the achievement gap will continue to be a nice catch phrase and not a reality. The purpose of this study was to investigate the perceptions of K-8 teachers to determine how they felt about the use of Restorative Justice, with a focus on Peace Circles. This study explored this …
Teacher Perceptions Of School-Based And District Professional Development, Ashley Kennedy
Teacher Perceptions Of School-Based And District Professional Development, Ashley Kennedy
Doctor of Education in Teacher Leadership Dissertations
Professional development is a leading topic of discussion in the field of education. Because teachers are responsible for implementing relevant instructional practices, meeting the instructional needs of students, and taking ownership of their professional development goals, understanding teacher perceptions of school-based and district level professional development is critical. The purpose of this study was to investigate how K-12 teachers perceive school-based and district professional development. This study aimed to answer three questions: How do teachers perceive school-based and district professional development? What types of professional development experiences do teachers find effective? Do recent professional development experiences influence how teachers collaborate …