The Resource An examination of professional development practices for secondary teachers through the lens of adult learning theory, by Cheryl S. Reichert
An examination of professional development practices for secondary teachers through the lens of adult learning theory, by Cheryl S. Reichert
Resource Information
The item An examination of professional development practices for secondary teachers through the lens of adult learning theory, by Cheryl S. Reichert represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-St. Louis Libraries.This item is available to borrow from all library branches.
Resource Information
The item An examination of professional development practices for secondary teachers through the lens of adult learning theory, by Cheryl S. Reichert represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-St. Louis Libraries.
This item is available to borrow from all library branches.
- Summary
- This qualitative case study investigated the professional development for teachers in one Missouri school district from the perspective of principals and teachers to determine whether Knowles (1990) adult learning theory assumptions are applied in the planning and implementation of professional development. The definition of professional development utilized in the study was "building capacity of teachers to help students learn" (DiPaola & Hoy, 2014, p. 101). Professional development has been the mode to improve instruction through teacher training ultimately to produce higher student achievement (Miller, Garciduenas, Green, Shatola, & Enumba, 2008). Creating change with teachers required study into how teachers learn (Gregson & Sturko, 2007). Caruth (2014) defined adult learning theory as the study of how adults learn. The study focused on the perceptions of principals and teachers in regards to professional development and its planning and implementation through the lens of the six adult learning theory assumptions: self-directed, need to know, life experiences, readiness to learn, internal motivation, and orientation to learning. A qualitative case study approach allowed the researcher to examine the six assumptions of adult learning theory within one school district. A qualitative case student approach provided opportunities for in-depth answers and richer feedback (Mertens, 2005). For this research, the case study consisted of one school district and two high schools. Semi-structured questions, encouraging open ended answers, were asked to the two building principals and a focus group (containing 5-6 participants) from each building. Through data analysis, the six assumptions of adult learning theory were examined. These themes provided insight as to the perceptions of principals and teachers about the professional development offered within their buildings
- Language
- eng
- Extent
- 1 online resource (142 pages)
- Note
-
- Dissertation advisor: Dr. Barbara N. Martin
- Includes vita
- Label
- An examination of professional development practices for secondary teachers through the lens of adult learning theory
- Title
- An examination of professional development practices for secondary teachers through the lens of adult learning theory
- Statement of responsibility
- by Cheryl S. Reichert
- Language
- eng
- Summary
- This qualitative case study investigated the professional development for teachers in one Missouri school district from the perspective of principals and teachers to determine whether Knowles (1990) adult learning theory assumptions are applied in the planning and implementation of professional development. The definition of professional development utilized in the study was "building capacity of teachers to help students learn" (DiPaola & Hoy, 2014, p. 101). Professional development has been the mode to improve instruction through teacher training ultimately to produce higher student achievement (Miller, Garciduenas, Green, Shatola, & Enumba, 2008). Creating change with teachers required study into how teachers learn (Gregson & Sturko, 2007). Caruth (2014) defined adult learning theory as the study of how adults learn. The study focused on the perceptions of principals and teachers in regards to professional development and its planning and implementation through the lens of the six adult learning theory assumptions: self-directed, need to know, life experiences, readiness to learn, internal motivation, and orientation to learning. A qualitative case study approach allowed the researcher to examine the six assumptions of adult learning theory within one school district. A qualitative case student approach provided opportunities for in-depth answers and richer feedback (Mertens, 2005). For this research, the case study consisted of one school district and two high schools. Semi-structured questions, encouraging open ended answers, were asked to the two building principals and a focus group (containing 5-6 participants) from each building. Through data analysis, the six assumptions of adult learning theory were examined. These themes provided insight as to the perceptions of principals and teachers about the professional development offered within their buildings
- Cataloging source
- MUU
- http://library.link/vocab/creatorName
- Reichert, Cheryl S
- Degree
- Ed. D.
- Dissertation note
- Thesis
- Dissertation year
- 2016.
- Government publication
- government publication of a state province territory dependency etc
- Granting institution
- University of Missouri--Columbia
- Index
- no index present
- Literary form
- non fiction
- Nature of contents
-
- dictionaries
- bibliography
- theses
- http://library.link/vocab/relatedWorkOrContributorDate
- 1952-
- http://library.link/vocab/relatedWorkOrContributorName
- Martin, Barbara N.
- http://library.link/vocab/subjectName
-
- Career development
- High school teachers
- Missouri
- Label
- An examination of professional development practices for secondary teachers through the lens of adult learning theory, by Cheryl S. Reichert
- Note
-
- Dissertation advisor: Dr. Barbara N. Martin
- Includes vita
- Bibliography note
- Includes bibliographical references (pages 104-117)
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Control code
- 992171652
- Extent
- 1 online resource (142 pages)
- Form of item
- online
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Specific material designation
- remote
- System control number
- (OCoLC)992171652
- Label
- An examination of professional development practices for secondary teachers through the lens of adult learning theory, by Cheryl S. Reichert
- Note
-
- Dissertation advisor: Dr. Barbara N. Martin
- Includes vita
- Bibliography note
- Includes bibliographical references (pages 104-117)
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Control code
- 992171652
- Extent
- 1 online resource (142 pages)
- Form of item
- online
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Specific material designation
- remote
- System control number
- (OCoLC)992171652
Library Locations
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St. Louis Mercantile LibraryBorrow it1 University Blvd, St. Louis, MO, 63121, US38.710138 -90.311107
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University of Missouri-St. Louis Libraries DepositoryBorrow it2908 Lemone Blvd, Columbia, MO, 65201, US38.919360 -92.291620
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.umsl.edu/portal/An-examination-of-professional-development/8CV0oI-iyT4/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.umsl.edu/portal/An-examination-of-professional-development/8CV0oI-iyT4/">An examination of professional development practices for secondary teachers through the lens of adult learning theory, by Cheryl S. Reichert</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.umsl.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.umsl.edu/">University of Missouri-St. Louis Libraries</a></span></span></span></span></div>
