Date
9-2014
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Grania Holman
Keywords
Action Research, Educator Perceptions, Professional Development
Disciplines
Education | Educational Assessment, Evaluation, and Research | Pre-Elementary, Early Childhood, Kindergarten Teacher Education
Recommended Citation
James, Donna, "A Grounded Theory Study of the Experiences of Early Childhood Educators Implementing Action Research as a Professional Development Method" (2014). Doctoral Dissertations and Projects. 932.
https://digitalcommons.liberty.edu/doctoral/932
Abstract
The purpose of this systematic grounded theory study was to gain insight through the experiences of early childhood educators and their perceptions as they implemented action research as a professional development method. This study focused on the process of implementing action research as a professional development method and strived to answer questions related to the possible future use of this model in other educational settings while describing educator experiences, perceptions and beliefs. Data collection included interviews, observations, and journals. Detailed procedures for analysis were employed during the study with three phases of coding: Open, Axial, and Selective. Data was analyzed by describing the experiences of the educators in detail and the themes that emerged during the collection of data to form a grounded theory model on utilizing action research as a professional development method in early childhood settings.
Included in
Educational Assessment, Evaluation, and Research Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
