Leading Professional Learning: A Case Study

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dc.contributor.advisorBrandon, James
dc.contributor.authorCooper, Lori
dc.date.accessioned2014-12-24T16:03:26Z
dc.date.available2015-02-23T08:00:37Z
dc.date.issued2014-12-24
dc.date.submitted2014en
dc.description.abstractThe purpose of this case study was to investigate the relationship between instructional leadership and teaching practice when a specific professional discipline-based inquiry-oriented learning model was implemented in an urban elementary school. As both an instructional leader and the researcher, I conducted nine semi-structured interviews with the teachers from my school. The first research question asked, what leadership actions are most effective in supporting teachers to implement a specific professional learning model designed to support a discipline-based inquiry approach to teaching and learning? Based on the analysis of the data, three findings emerged: establishing a clear vision; instructional leader involvement in the professional learning model; and encouragement of teacher professional learning based on relational trust. A conclusion drawn was that precise focused actions of the instructional leader are effective in supporting teachers to implement a specific professional learning model designed to support a discipline-based inquiry approach to teaching and learning. The second research question asked, how does the use of a specific professional learning model designed to support a discipline-based inquiry approach to teaching and learning impact teacher professional learning? Based on the analysis of the data, three findings emerged: the learning model facilitated teacher collaboration; the learning model built teacher capacity; and the learning model accentuated teacher use of educational research and evidence to inform practice. A conclusion drawn was that the use of a specific professional learning model designed to support a discipline-based inquiry approach to teaching and learning positively impacted teacher professional learning.en_US
dc.identifier.citationCooper, L. (2014). Leading Professional Learning: A Case Study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26737en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/26737
dc.identifier.urihttp://hdl.handle.net/11023/1976
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Administration
dc.subject.classificationPrincipalen_US
dc.subject.classificationInstructional Leadershipen_US
dc.subject.classificationElementaryen_US
dc.subject.classificationTeacher Professional Learningen_US
dc.subject.classificationCase Studyen_US
dc.subject.classificationDiscipline-Based-Inquiryen_US
dc.subject.classificationParticipatory Researchen_US
dc.subject.classificationGalileo Educational Networken_US
dc.titleLeading Professional Learning: A Case Study
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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