Date

5-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Deanna L. Keith

Keywords

Wmbedded Professional Development, Ongoing Applied Professional Growth, TAP System, Teacher Professional Development, The System for Teacher and Student Advancement

Disciplines

Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Psychology | Elementary and Middle and Secondary Education Administration | Other Education

Abstract

The purpose of this qualitative case study was to explore the perceptions and experiences of educators who participated in The System for Teacher and Student Achievement (TSTSA) and ongoing, applied professional development at multiple school sites in The School District of the Southwest. The guiding theories guiding this study were Knowles’ Adult Learning Theory and Mezirow’s Transformational Learning Theory to understand their experiences and perceptions about participating TSTSA and ongoing, applied professional growth for a minimum of three years. Participants in this study took part in face-to-face field interviews. In addition, documentation, direct observations, and participant observations were considered, compared, and investigated. Data collected was used to give a descriptive account of educators’ perceptions and experiences about participating in The System for Teacher and Student Advancement (TSTSA) and ongoing, applied professional growth. Data analysis consisted of transcribing and coding face-to-face interviews and observations, content analysis of documentation, and memoing.

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