Full metadata
Title
Collaborative practitioner inquiry: providing leadership and action research for teacher professional development
Description
Professional development is best when embedded in one's practice and linked directly to the classroom. Opportunities for teachers to identify specific areas of concern in their classroom and problem solve solutions via action research promotes a culture of inquiry. This culture of inquiry is enhanced when teams of teachers collaborate and share their action research experiences. In this study, action research training was provided to teachers to create a trained cohort of action research teachers within the school. Members of this cohort voluntarily joined with other teachers interested in classroom action research and participated in a professional learning community (PLC). The members of this PLC initiated classroom action research projects and met collaboratively as a PLC. The study examined what collaborative practitioner inquiry contributed to teacher professional development and how my leadership contributed to teacher professional development. Data were collected through the administration of a survey, interviews, transcriptions of PLC meetings, and my research journal. Findings indicate that participants benefited from the provided professional development and my leadership as a result of the intervention. Teachers applied the professional literature and used data to inform their instruction. Teacher collaboration was enhanced and teachers examined instructional practices. Lastly, my leadership enhanced teacher application of action research.
Date Created
2011
Contributors
- Von Gnechten, Mitchell P (Author)
- Moore, David (Thesis advisor)
- Allen, Robert (Committee member)
- Cheatham, Gregory (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
viii, 97 p
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.8915
Statement of Responsibility
by Mitchell P. von Gnechten
Description Source
Viewed on September 13, 2013
Level of coding
full
Note
Partial requirement for: Ed. D., Arizona State University, 2011
Note type
thesis
Includes bibliographical references (p. 65-68)
Note type
bibliography
Field of study: Leadership and innovation (Policy and administration)
System Created
- 2011-08-12 03:40:11
System Modified
- 2021-08-30 01:55:04
- 3 years ago
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