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ERIC Number: ED535156
Record Type: Non-Journal
Publication Date: 2009
Pages: 103
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1095-0591-7
Creating a Conference and Workshop Attendance Process with Teacher Collaboration
Hironaka, Janet Hiroko
ProQuest LLC, Ed.D. Dissertation, Fielding Graduate University
This study aimed to build a professional learning community collaboratively among high school teachers for lifelong growth to minimize teacher isolation, discomfort, and fear. The study was driven by a compelling desire to extend personal learning in ways to impact the school learning community. The foundation for this study was the body of literature in the areas of emotional intelligence, relationships, change, and collaboration (Bohm, 2006; deGeus, 1997; Fullan, 2001; Goleman, 1998; Rogers, 1961; Senge, 1990; Senge, Jaworski, & Flowers, 2005). Creating and nurturing a learning community among teachers and engaging in dialogue without judgment for trust building provided keys (Bohm, 2006; Fullan, 2001; Rogers, 1961; Senge et al., 2005). Literature on action research guided methodology (Calhoun, 1994; Lewin, 1946; Park, 1992; Sagor, 1992; Stringer, 1996; Whyte, 1991). Volunteer teachers engaged in participatory action research, bimonthly, after school for 6 months, within the structure of a school site professional development committee, a component of school governance. Qualitative data were collected and analyzed. U theory (Senge et al., 2005) was used to interpret data. Findings indicated that participants' assumptions about personal learning were applied to an emergent workshop and conference attendance procedure. Participants recognized and acknowledged the uniqueness of individual learning and applied this understanding in a transparent, user-friendly process that encouraged and supported a team approach to conference and workshop attendance by teachers at the school site. The procedure maximized use of resources by emphasizing long-term preplanning by content department members and by cross-disciplinary teacher team members. Findings indicated that, in content and in process, teachers in collaboration modeled desirable student learning. This study adds to the literature on action research, relationships, change, and collaboration by contributing a description of an application of action research to effect a professional learning community among public senior high school teachers at a school site. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A