Developing a learning community : teachers' perspective (Record no. 20145)

MARC details
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005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210142740.0
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Malas, Ghinwa Itani
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Developing a learning community : teachers' perspective
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2009
300 ## - PHYSICAL DESCRIPTION
Extent 177 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The idea that schools functioning as learning communities (LC) foster high student achievement and promote teacher learning and collaboration is well documented in educational literature. Little research, however, has been done to investigate the actual development of a LC in terms of how it is perceived and put into practice by teachers. In addition, no research has been found that examined teachers' perspectives early in the process of establishing a LC. The current case study aims at investigating the elements that make a new school, "Morning Sunshine Learning Community" (MSLC), an emergent learning community and more specifically how teachers perceive it in that regard. The case study focuses on teachers' perceptions of a) the characteristics of learning community that MSLC has, b) the conditions or situations that are impacting their learning within this learning community, c) how their interactions with all the members in the learning community are contributing to their personal and/or professional growth, and d) their perceived challenges to the establishment of a learning community. The study concludes with recommendations to improve the ongoing process of building the learning community according to the findings grounded in teachers' experiences and practices taking into account the researcher's viewpoint as a participant observer.Data were collected from the analysis of school documents and media found on the school website, the researcher's personal journal as the professional development liaison, teachers' questionnaires on their professional development background, individual semi-structured interviews with teachers, and the reviews of teachers' professional development files. A constant comparative, interpretational and reflective approach to data analysis was used whereby constructs, themes, and patterns relating to the beliefs, attitudes, and conditions that promote learning communities were identified.Results show that teachers mainly focused on two of the four elements of LC: collaboration and continuous professional development. They did not seem to be explicitly aware of the importance of focusing on high student achievement and how leadership affects the school dynamics. However, it is important to say that collaboration and professional development are in fact at the core of the learning community concept and were well understood and internalized by teachers.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Communauté apprenante
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Learning Community
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers attitudes and conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element جماعة التعلم
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف المعلمين وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27651">http://search.shamaa.org/FullRecord?ID=27651</a>
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Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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