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INVESTIGATING THE ENACTMENT OF PROFESSIONAL DEVELOPMENT
PRACTICES IN A HIGH PERFORMING SECONDARY SCHOOL SETTING: A
CASE STUDY EXAMING THE PURPOSE, PROCESS, AND STRUCTURE OF
PROFESSIONAL DEVELOPMENT
by
Kristin Dawn Kruizinga
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2012
Copyright 2012 Kristin Dawn Kruizinga
Object Description
| Title | Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development |
| Author | Kruizinga, Kristin Dawn |
| Author email | kruizing@usc.edu;kruizing@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-06-14 |
| Date submitted | 2012-07-13 |
| Date approved | 2012-07-13 |
| Restricted until | 2012-07-13 |
| Date published | 2012-07-13 |
| Advisor (committee chair) | Slayton, Julie |
| Advisor (committee member) |
Anderson, Lauren Ephraim, Ronni |
| Abstract | One of the most influential factors affecting students’ academic performance consists of the pedagogical practices enacted within the classroom. Efforts to enhance teachers’ instructional practices are, in turn, addressed by providing teachers with opportunities to engage in professional development. The purpose of this study was to identify whether the purpose, process, and structure of professional development opportunities enacted within a high performing secondary school were consistent with the elements of professional development that have been deemed conducive to facilitating professional learning and likely to lead to teacher practice change. This study also sought to identify how the relationship between knowledge and practice was conceptualized within the context of professional development. ❧ A qualitative case study was conducted, including seven teacher interviews and one principal interview. Four professional development observations were also conducted. There were two significant findings revealed by this study. The first finding suggested that, while the purpose, process, and structure are discussed within the literature as separate, yet equally significant components of professional development, it is the interconnectedness between and the interactions among these elements that define the quality of professional learning that is likely to ensue. The second finding revealed that the relationship between knowledge and practice was conceptualized in a manner that was not conducive to high quality professional learning, and, thus, unlikely to lead to any long-term practice change. ❧ The most significant implications drawn from this study suggest that the purpose, process, and structure of professional development must be viewed as conjoined elements that function together to foster professional learning that is likely to lead to teacher practice change; teachers must be empowered to take greater agency over their own professional learning; and the paradigm between knowledge and practice must be treated in a manner that facilitates professional learning in order to prompt teacher practice change. |
| Keyword | professional development; professional learning |
| 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-m |
| Rights | Kruizinga, Kristin Dawn |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-KruizingaK-950.pdf |
Description
| Title | Page 1 |
| Full text | INVESTIGATING THE ENACTMENT OF PROFESSIONAL DEVELOPMENT PRACTICES IN A HIGH PERFORMING SECONDARY SCHOOL SETTING: A CASE STUDY EXAMING THE PURPOSE, PROCESS, AND STRUCTURE OF PROFESSIONAL DEVELOPMENT by Kristin Dawn Kruizinga A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2012 Copyright 2012 Kristin Dawn Kruizinga |
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