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Assuming responsibility: A phenomen...
~
Hurt-Chumley, Shelly Leigh.
Assuming responsibility: A phenomenological study of two schools redefining literacy instruction through collaborative study groups.
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
Assuming responsibility: A phenomenological study of two schools redefining literacy instruction through collaborative study groups./
作者:
Hurt-Chumley, Shelly Leigh.
面頁冊數:
120 p.
附註:
Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2773.
Contained By:
Dissertation Abstracts International64-08A.
標題:
Education, Early Childhood. -
電子資源:
Download fulltext (下載全文)
ISBN:
049649080X
Assuming responsibility: A phenomenological study of two schools redefining literacy instruction through collaborative study groups.
Hurt-Chumley, Shelly Leigh.
Assuming responsibility: A phenomenological study of two schools redefining literacy instruction through collaborative study groups.
- 120 p.
Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2773.
Thesis (Ph.D.)--The University of Alabama at Birmingham, 2003.
The purpose of this study was to identify the perceptions of early childhood educators and administrators at two Alabama elementary schools related to their participation in teacher study groups. The mixed, purposeful sample was comprised of 6 classroom teachers and 2 administrators. Study groups were observed multiple times and open-ended interviews were conducted with study participants. Responses were analyzed, and three major categories emerged from the data. These categories were (a) school culture and climate; (b) knowledge, skills, and disposition; and (c) growth and change. Subthemes emerged within each category. The examination of school culture and climate revealed that study participants perceived collegiality, respect and trust, professional community building, and effective leadership to be positive benefits of faculty study groups. The reexamination of knowledge, skills, and disposition developed as a category that included professional reading and other forms of professional development as opportunities to grapple with pedagogical issues. Individual growth and change emerged as a third category. Within this category, the issues of professional reflection, methodological and theoretical changes, and time and its role in the search for personal and professional balance were recognized. Based on the analysis and conclusions of the study and available research, implications for educators and educational decision-makers were revealed, and recommendations for further study were made.
ISBN: 049649080XSubjects--Topical Terms:
1000005451
Education, Early Childhood.
Assuming responsibility: A phenomenological study of two schools redefining literacy instruction through collaborative study groups.
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Download fulltext (下載全文)
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