In the round: supporting teachers' authentic professional learning
dc.contributor.author | Strand, Matt, author | |
dc.contributor.author | Lucero, Rod, advisor | |
dc.contributor.author | Lynham, Susan, advisor | |
dc.contributor.author | Cooner, Donna, committee member | |
dc.contributor.author | O'Donnell-Allen, Cindy, committee member | |
dc.date.accessioned | 2007-01-03T06:09:19Z | |
dc.date.available | 2007-01-03T06:09:19Z | |
dc.date.issued | 2013 | |
dc.description.abstract | This is a study of teachers' authentic professional learning at a public school in Poudre School District in northern Colorado. At Polaris Expeditionary Learning School, teachers and administrators have developed a form of school-based instructional rounds referred to herein as PLC rounds (professional learning community rounds). In PLC rounds, Polaris teachers visit their colleagues' classrooms in teams to observe and interact with the host teacher and students. Afterwards, observing teachers reflect on their observations and interactions and engage in professional dialogue about how the experience might inform their practice. These dialogues become part of a larger conversation across all rounds teams in service of school improvement. Despite increased interest in school-based instructional rounds as a professional learning approach, a theory-research gap persists. This study draws upon teachers' lived experiences by encouraging them to reflect on their participation in PLC rounds. Through interviews and analysis, a theoretical framework is constructed to explain this dynamic phenomenon. The study distinguishes the PLC rounds approach from other forms of instructional rounds, outlines its key components, articulates teachers' professional learning experiences, explores this learning in relation to the strengthening of the professional learning community, and identifies practices that support and hinder their professional learning. In addition, it contributes insights for local practice at Polaris, considerations for interested schools and/or school districts, and recommendations for future research. | |
dc.format.medium | born digital | |
dc.format.medium | doctoral dissertations | |
dc.identifier | Strand_colostate_0053A_12107.pdf | |
dc.identifier | ETDF2013500337EDUC | |
dc.identifier.uri | http://hdl.handle.net/10217/80980 | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Colorado State University. Libraries | |
dc.relation.ispartof | 2000-2019 | |
dc.rights | Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright. | |
dc.subject | authentic professional learning | |
dc.subject | instructional rounds | |
dc.subject | Polaris Expeditionary Learning School | |
dc.subject | professional learning communities | |
dc.subject | school improvement | |
dc.subject | teachers | |
dc.title | In the round: supporting teachers' authentic professional learning | |
dc.type | Text | |
dcterms.rights.dpla | This Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). | |
thesis.degree.discipline | Education | |
thesis.degree.grantor | Colorado State University | |
thesis.degree.level | Doctoral | |
thesis.degree.name | Doctor of Philosophy (Ph.D.) |
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