國立虎尾科技大學 |

How Teachers Experience a Collegial Collaborative.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	How Teachers Experience a Collegial Collaborative./
作者:	Tallman, Tamara Olena.
面頁冊數:	1 online resource (154 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355592658

How Teachers Experience a Collegial Collaborative.
Tallman, Tamara Olena.

How Teachers Experience a Collegial Collaborative. - 1 online resource (154 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2017.

Includes bibliographical references

Collaboration has been found to be a powerful tool for professional development and central for further opportunities for teachers to reflect on their practice. However, school districts continue to have difficulty both implementing and sustaining collaboration. The purpose of this research was to investigate the experience of the teacher in a creative, instructional collaboration.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355592658Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

How Teachers Experience a Collegial Collaborative.
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500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: Nancy Young.
502 $a Thesis (Ed.D.)--Northeastern University, 2017.
504 $a Includes bibliographical references
520 $a Collaboration has been found to be a powerful tool for professional development and central for further opportunities for teachers to reflect on their practice. However, school districts continue to have difficulty both implementing and sustaining collaboration. The purpose of this research was to investigate the experience of the teacher in a creative, instructional collaboration.
520 $a This study provided several observations. The first was that teachers can experience successful, high-level collaboration in which they perceive a sense of satisfaction, mutuality, trust and growth. For the five middle school teachers in this Jewish school of faith, their satisfactory experience with collaboration was teacher-initiated. When the participating teachers felt that they had power over their collaboration, they perceived the collaborative experience to be productive, in that they were able to engage in collegial learning (Darling-Hammond, 2000; John-Steiner, 2000). The teachers in this study found that teacher-initiated collaboration offered them trust and they were more comfortable, transparent, and open with their partners. They were also more willing to question their existing approaches and try new ones (Bryk & Schneider, 2002). The results also supported the claim that teacher collaboration can facilitate school reform. Participating teachers felt less isolation and developed more teacher knowledge. It found that more scholarly dialogue and study of the phenomenon of teacher collaboration, as a means of promoting teacher learning and building achievement, is necessary to the betterment of education.
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538 $a Mode of access: World Wide Web
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