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Record identifier : 569620
Personal Name - Primary Intelectual Responsibility : Rickey, Deborah L
Title and statement of responsibility : Leading adults through change: An action research study of the use of adult and transformational learning theory to guide professional development for teachers [Thesis]
Publication, Distribution,Etc. : Capella University, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , Capella University
Summary or Abstract : School reform initiatives have "failed to penetrate the classroom door" (Fullan, 2001, p.57). In addition, typical professional development opportunities for teachers have become "a landscape littered with failed approaches" (Lieberman & Wood, 2001, p.174). New approaches to professional development that can support and encourage an individual teacher's change in classroom practice need to be developed. This qualitative action research study of professional development examined ways in which knowledge of adult and transformational learning theory could assist school leaders in helping teachers change their classroom practice. Study participants were four administrators in a Midwestern high school. The new insights on the part of the administrators over the course of the study and the way their learning influenced subsequent interactions with their teachers were documented through facilitated group meetings, journal writings, one-on-one discussions, and observation. The study followed the leaders' own individual experiences with a change process and became a model of a change process the leaders could use with teachers. In addition, the study's findings led to the refinement of a model for facilitating and supporting an individual teacher's growth and change process. Additional strategies that incorporated adult and transformational learning as well as change theories were developed to assist leaders with an individual's change process. These included the challenging of assumptions, the use of questions to support reflection and personal growth, exercising patience with the process, and the realization that individuals needed supportive pressure over time to help the change process work. The leaders had to discover and work through a change process for themselves in order to be prepared to work with their teachers..
Topical Name Used as Subject : Adult education
: Continuing education
: Teacher education
: Secondary education
Information of biblio record : TL
 
 
 
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