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040			_aLB-BrCRDP
100	1		_aMalas, Ghinwa Itani _gMaster Education
245	1	0	_aDeveloping a learning community : teachers' perspective
260			_aBeirut _bAmerican University of Beirut. Faculty of Arts and Sciences _c2009
300			_a177 pages
500			_aالنوع : Mémoire
520	3		_aThe 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	_aCommunauté apprenante
650		4	_aLearning Community
650		4	_aLes Attitudes et conceptions des enseignants
650		4	_aTeachers attitudes and conceptions
650		4	_aجماعة التعلم
650		4	_aمواقف المعلمين وتصوراتهم
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=27651
942			_cLAESDATA _2ddc
999			_c20145 _d20145