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ERIC Number: ED512885
Record Type: Non-Journal
Publication Date: 2008
Pages: 145
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-4488-5
Teacher Learning through Participation in Study Groups
Thi, Han Han
ProQuest LLC, Ph.D. Dissertation, Michigan State University
The purpose of this study is to investigate teachers' learning improvement through participation in study groups. In particular, this study examined how two second grade active participant teachers' classroom practice changed over time and how their changes were related to changes in their study group meetings, which they called Professional Learning Community (PLC) meetings. Through narrative classroom observations, audiotape recordings of study group discussions and interviews, this study analyzed how two teachers changed over time with respect to two aspects of their practice: (a) their analysis of students' work and students' ideas, and (b) their use of teaching and learning materials. Findings were reported in three points: (1) teacher's content learning goals, activities, and materials, (2) teacher designed student work and embedded assessments, and (3) teacher and student roles. Similarities and differences in each teacher's practice between 2003 and 2007 were presented. This study holds implications for researchers and practitioners interested in strengthening teachers' practice through professional development. It reveals that participation in study groups has the power to change teacher knowledge and belief about their practice and teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A