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ERIC Number: ED561843
Record Type: Non-Journal
Publication Date: 2013
Pages: 125
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-7140-7
ISSN: N/A
Influence of Invitational Summer Institute of the National Writing Project on Teachers and Their Practice: A Phenomenological Study
Kemp, Laurie J.
ProQuest LLC, Ed.D. Dissertation, Florida Gulf Coast University
As schools and the faculty are increasingly under scrutiny for student achievement outcomes, professional development is becoming a way for districts and schools to show a commitment to instructional improvement. They are required to establish practices and allocate funds for professional development. Teachers are required to grow professionally as well, in order to maintain teaching credentials. Understanding the characteristics that contribute to effective professional development experiences is essential for teachers, administrators, and district personnel to determine if they are spending their time and their money wisely. In this phenomenological inquiry I explored the lived experiences of nine teacher participants in the Invitational Summer Institute of the National Writing Project. The purpose of the research was to try and capture the essence of the experience through focus group interviews in order to reveal how participation in this unique professional development opportunity has influenced teachers' attitudes and classroom teaching practices. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A