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dc.contributor.advisorMcCarther, Shirley Marieeng
dc.contributor.authorBaker, Elizabetheng
dc.date.issued2014-08-28eng
dc.date.submitted2014 Springeng
dc.descriptionTitle from PDF of title page, viewed on (February 4, 2015)eng
dc.descriptionDissertation advisor: S. Marie McCarthereng
dc.descriptionVitaeng
dc.descriptionIncludes bibliographic references (pages 438-476)eng
dc.descriptionThesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2014eng
dc.description.abstractThe purpose of this qualitative phenomenological study was to describe the perceptions of elementary teachers about professional development experiences in a Catholic diocese in the Midwest. Professional development in this study was defined as local or contextual experiences, regional experiences, diocesan experiences, and other events of learning such as graduate level coursework, workshops, or conferences. The study noted teacher perceptions of how and why professional development decisions are determined so that teacher growth and actions can be enhanced by their professional development experiences. A within-case and cross-case analysis of eight individual case studies of elementary classroom teachers, each with over ten years of experience teaching in a Catholic diocese in the Midwest, was used to investigate the subsequent research questions. The overarching research question was: How do teachers perceive their professional development experiences? The sub-questions used for the systematic research process included: (a) What professional development experiences do teachers perceive as meaningful and useful?, (b) What professional development decisions by leaders do teachers perceive as useful and meaningful in promoting high levels of academic achievement for all learners?, (c) How can leaders reframe professional development decision making to sustain teacher growth as perceived by teachers?, and (d) How can leaders reframe professional development decision making to sustain social justice towards teachers? Through analysis of narratives, focus group sessions, and interviews, two dominant themes of relevancy and practicality were determined. The subthemes of professionalism, disconnect, technology, and attributes of teachers were also determined. The data from this study found that teachers perceive that professional development experiences on the local level are positive when relationships between the administrator and the teachers are positive. Beyond the local, professional development experiences may or may not be relevant or practical because teachers are not asked about their contextual needs. Teachers perceived that asking, listening, and trusting their opinion concerning professional development experiences was important in reframing relevant and practical experienceseng
dc.description.tableofcontentsAbstract -- List of tables -- Acknowledgements -- Preface -- Introduction to the study -- Literature review -- Methodology -- Research findings -- Conclusion -- Appendix -- Reframing alternatives of professional development -- Letter of consent from diocese of Kansas City/St. Joseph -- E-mail invitation for participation in a research study narrative -- Consent for participation in a research study-narrative questionnaire -- Narrative questionnaire -- E-mail invitation for participation in a research study-focus group session and interview -- Consent for participation in a research study-focus group session and interview -- Focus group questions -- Interview questions -- Referenceseng
dc.format.extentxv, 477 pageseng
dc.identifier.urihttp://hdl.handle.net/10355/43704eng
dc.subject.lcshEducation -- Researcheng
dc.subject.lcshTeachers -- Training ofeng
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Educationeng
dc.titleExploring Meanings of Professional Development: Teacher Perspectiveseng
dc.typeThesiseng
thesis.degree.disciplineEducation (UMKC)eng
thesis.degree.grantorUniversity of Missouri--Kansas Cityeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh.D.eng


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