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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorLong, Kathy Lynn Siglereng
dc.date.issued2011eng
dc.date.submitted2011 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 29, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Cynthia MacGregoreng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri-Columbia 2011.eng
dc.description"December 2011"eng
dc.description.abstractThe purpose of this study was to explore the connections to professional development, professional conferences, professional learning communities, benefits associated with conversing and collaborating with educators, and qualities of highly effective teachers. This study was designed to further the understanding of professional development practices and characteristics of highly qualified and highly effective teachers. This descriptive study was primarily qualitative; however, some items from the online survey were quantitative in nature. Participants in the study provided information about their self perceived strengths as teachers. They answered questions about their use of information learned from the conference along with the effect the conference had on their teaching styles. Professional learning communities were investigated to determine if teachers had opportunities to converse and collaborate on information learned from the conference. Teachers' strengths were analyzed and compared to other research on highly effective and highly qualified teachers. The results of this survey supported other research on the benefits of collaboration and the skills of effective teachers.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentix, 111 pageseng
dc.identifier.oclc872560314eng
dc.identifier.urihttps://doi.org/10.32469/10355/14421eng
dc.identifier.urihttps://hdl.handle.net/10355/14421
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjectprofessional developmenteng
dc.subjectprofessional learning communityeng
dc.subjectcollaborationeng
dc.subjectwhole brain teachingeng
dc.titleTeachers learning together : the role of professional conference attendanceeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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