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EFFECTS OF INDIVIDUALIZED PROFESSIONAL DEVELOPMENT ON THE THEORETICAL UNDERSTANDINGS AND INSTRUCTIONAL PRACTICES
OF TEACHERS
by
Brooke Amber Howland
_______________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Brooke Amber Howland
Object Description
| Title | Effects of individualized professional development on the theoretical understandings and instructional practices of teachers |
| Author | Howland, Brooke Amber |
| Author email | luv2tchkidz@hotmail.com; baobrien@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2009-03-12 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-04-10 |
| Advisor (committee chair) | Hollins, Etta |
| Advisor (committee member) |
Ragusa, Gisele Kaplan, Sandra |
| Abstract | The primary purpose of this study was to analyze the outcomes of an original method of professional development that acknowledged and addressed the specific learning needs of teacher-learners, while capitalizing on the current state of knowledge regarding effective professional development characteristics, and teacher cognition and learning. Specifically, the researcher analyzed what changes occurred in the instructional practices and theoretical understandings of elementary teachers as they participated in Individualized Professional Development (IPD).; The process of IPD began with determining the learning gap needs of teachers through the use of a needs assessment, classroom observations, and student assessments in order to drive the professional development plan. Based on these findings teachers were grouped as determined by their level of needed support into one of three categories: Challenge, Reteach, or Intervention. In collaborative groups based on similar support needs, teacher-learners were then provided with Individualized Learning Activities to support their level of theoretical understandings and/or level of curriculum implementation. Post teacher support, an additional needs assessment was conducted along with classroom observations to determine teacher growth, or lack of. Based on those findings, teacher-learners were re-categorized. This process was conducted for each of the instructional routines necessary for effectively implementing Open Court Reading. |
| Keyword | professional development; adult learning; teacher cognition; individualized; Open Court Reading |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2079 |
| Rights | Howland, Brooke Amber |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Howland-2785 |
| Archival file | uscthesesreloadpub_Volume23/etd-Howland-2785.pdf |
Description
| Title | Page 1 |
| Full text | EFFECTS OF INDIVIDUALIZED PROFESSIONAL DEVELOPMENT ON THE THEORETICAL UNDERSTANDINGS AND INSTRUCTIONAL PRACTICES OF TEACHERS by Brooke Amber Howland _______________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Brooke Amber Howland |
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