KaydedilenlerDerginizi ekleyin

Dergiler / Research in Educational Administration and Leadership (REAL) / 2016 / Cilt: 1 - Sayı: 1

Principals’ Perspectives: Professional Learning and Marginal Teachers on Formal Plans of Improvement

Sally J. ZEPEDA
Sayfa
25–59
Yayın Tarihi
2016-07-15
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Implications are offered.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:This qualitative study examined the perspectives of principals related to professional development for teachers on formal plans of remediation for underperformance in the classroom.
📊
Temel Bulgular & Veri:The population included 12 elementary, middle, and high school principals from 2school systems in the United States.
💡
Sonuç & Katkı:Implications are offered.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Marginal teachers · Principal leadership · Professional development

Abstract

This qualitative study examined the perspectives of principals related to professional development for teachers on formal plans of remediation for underperformance in the classroom. The principles associated with job-embedded professional development as well as cognitive dissonance provided a basis for analyzing data collected throughout the interviews and analysis. The population included 12 elementary, middle, and high school principals from 2school systems in the United States. Data analysis from the interviews yielded three major findings clustered as themes related to: 1) Cognitive dissonance, professional development, and marginal teachers 2) Confidentiality trumps collaboration, and 3) Professional development by the numbers. By examining professional development practices for underperforming teachers, the findings contribute to our understanding about some perspectives that school principals hold about a population of teachers at-risk. Implications are offered.

🔖

Bu Makaleye Atıf Yap

ZEPEDA, S. J. (2016). Principals’ Perspectives: Professional Learning and Marginal Teachers on Formal Plans of Improvement. Research in Educational Administration and Leadership (REAL), Cilt: 1 - Sayı: 1, 25–59. https://ajindex.com/articles/139170

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (9)

  1. American Recovery and Reinvestment Act (ARRA) of 2009, Pub. L. No. 111-5, 123 Stat.115, 516 (Feb. 19, 2009).
  2. Aronson, E. (1968). Dissonance theory: Progress and problems in Abelson, R., Aronson, E., McGuire, W.J., Newcomb, T.M., Rosenberg, M.J. & Tannebaum, P.H. (Eds.). Cognitive consistency theories: A source book (pp. 5-27).
  3. Skokie, IL: Rand McNally. Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
  4. Blacklock, K. (2002). Dealing with an incompetent teacher. Principal, 81(4), 26-28. Retrieved from http://www.naesp.org/principal-archives
  5. Blase, J., & Blase, J. (2003). The phenomenology of principal mistreatment: Teachers’ perspectives. Journal of Educational Administration, 41(4), 367-422.
  6. Bogdan, R., & Biklen, S. (2007). Qualitative research for education: An introduction to theories and methods. Boston, MA: Allyn and Bacon. Bossert, S.T., Dwyer, D.C., Rowan, B., & Lee, G.V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34–64.
  7. Bullmaster-Day, M. L. (2011). Let the learner do the learning: What we know about effective teaching. New York: Touro College, Lander Center for Educational Research. Retrieved from http://gse.touro.edu/research--outreach/resources--development/ literature-reviews/ Callahan, K, & Sadeghi, L. (2014). TEACHNJ: An evaluation of two years of implementation. US-China Education Review A, 4(10), 728–736.
  8. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage. Creemers, B., Kyriakides, L., & Antoniou, P. (2013). Teacher professional development for improving quality of teaching. New York, NY: Springer. Cunningham, W. G., & Cordeiro, P. A. (2013). Educational leadership: A bridge to improved practice. (5th ed.). Boston, MA: Pearson. Danielson, C., & McGreal, T. L. (2000). Teacher evaluation to enhance professional practice. Alexandria, VA: Association for Supervision and Curriculum Development. Darling-Hammond, L., & Falk, B. (2013). Teacher learning: How student-performance assessments can support teacher learning. Washington, DC: Center for American Progress. Darling-Hammond, L. & McLaughlin, M.W. (2011). Policies that support professional development in an era of reform. Phil Delta Kappan, 92(6), 81-92.
  9. Darling-Hammond, L., Wei, R.C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profess