Tools

LEADER 04464cam 2200613 i 4500

001 on1449649081;

003 OCoLC;

005 20250514105009.0;

006 m o d ;

007 cr unu||||||||;

008 240724s2024 ncua obm 000 0 eng d;

035 a| (Sirsi) o1449649081;

035 a| (OCoLC)1449649081;

043 a| n-us-nc;

049 a| EREE;

090 a| LB1775.4.N8;

100 1 a| Makepeace, Kelly,e| author.?| UNAUTHORIZED;

245 10 a| School transformation :b| examining the implementation of professional learning cycles to increase collective teacher efficacy in a rural middle school in North Carolina /c| by Kelly Makepeace.;

246 3 a| School transformation examining the implementation of professional learning cycles to increase collective teacher efficacy in a rural middle school in North Carolina.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2024.;

300 a| 1 online resource (211 pages) :b| color illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 4.01 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2024.;

502 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Travis Lewis;

500 a| Title from PDF t.p. (viewed May 5, 2025).;

520 3 a| The state of education is impacted by many variables. Teachers, administration, schools and districts are constantly in a high stakes race to grow students academically. Administration is charged with creating a culture in which teachers are provided the capacity for teachers to grow professionally in order to continue to grow students at a rate which keeps them at or above pace with their peers. Studies indicate that professional development and collective teacher efficacy are linked to increased teacher effectiveness and student achievement. Utilizing Bandura's social cognitive theory to understand human behavior and influences in conjunction with conceptual theories of professional development and learning cycles, a framework for professional learning was developed. This mixed methods action research inquiry sought to discover if an implementation of professional learning cycles would positively impact collective teacher efficacy. Teachers and support staff met weekly and engaged in four 8-week professional learning cycles with targeted instructional focuses. Each week these educators participated in a structured task with the focus of the instructional target. Qualitative and quantitative data was collected through pre- and post-surveys and concluded with a focus group interview. The findings indicated that teachers were positively impacted by participating in the structured learning cycles which provided authentic professional growth relevant to the specific needs of the participants and learners. Increases were also reported in overall collective efficacy. This framework for professional learning was found to be replicable in any instructional setting, and its design allows for targeted school improvement needs to be addressed.;

504 a| Includes bibliographical references.;

650 0 a| Teacher effectivenessz| North Carolina.=| ^A379700;

650 0 a| Educational leadership.=| ^A306279;

650 0 a| Rural schoolsz| North Carolina.=| ^A32807;

650 0 a| Middle school teachersx| In-service trainingz| North Carolina.=| ^A685105;

650 0 a| Academic achievement.=| ^A8828;

653 a| collective efficacy;

653 a| professional learning cycles;

653 a| targeted learning walks;

653 a| framework for continuous improvement;

653 a| rural middle school;

653 a| socioeconomically disadvantaged;

700 1 a| Lewis, Travis,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13408;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6462625;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462625-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 7/24/2024x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462625-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 7/24/2024x| ETDz| HERESOURCE;

School transformation : examining the implementation of professional learning cycles to increase collective teacher efficacy in a rural middle school in North Carolina / by Kelly Makepeace.

Author/creator	Makepeace, Kelly author.
Other author	Lewis, Travis, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2024.
Description	1 online resource (211 pages) : color illustrations
Supplemental Content	Access via ScholarShip
Subjects	Teacher effectiveness--North Carolina. Educational leadership. Rural schools--North Carolina. Middle school teachers--In-service training. --North Carolina. Academic achievement.

Variant title	School transformation examining the implementation of professional learning cycles to increase collective teacher efficacy in a rural middle school in North Carolina.
Summary	The state of education is impacted by many variables. Teachers, administration, schools and districts are constantly in a high stakes race to grow students academically. Administration is charged with creating a culture in which teachers are provided the capacity for teachers to grow professionally in order to continue to grow students at a rate which keeps them at or above pace with their peers. Studies indicate that professional development and collective teacher efficacy are linked to increased teacher effectiveness and student achievement. Utilizing Bandura's social cognitive theory to understand human behavior and influences in conjunction with conceptual theories of professional development and learning cycles, a framework for professional learning was developed. This mixed methods action research inquiry sought to discover if an implementation of professional learning cycles would positively impact collective teacher efficacy. Teachers and support staff met weekly and engaged in four 8-week professional learning cycles with targeted instructional focuses. Each week these educators participated in a structured task with the focus of the instructional target. Qualitative and quantitative data was collected through pre- and post-surveys and concluded with a focus group interview. The findings indicated that teachers were positively impacted by participating in the structured learning cycles which provided authentic professional growth relevant to the specific needs of the participants and learners. Increases were also reported in overall collective efficacy. This framework for professional learning was found to be replicable in any instructional setting, and its design allows for targeted school improvement needs to be addressed.
General note	Advisor: Travis Lewis
General note	Title from PDF t.p. (viewed May 5, 2025).
Dissertation note	Ed.D. East Carolina University 2024.
Dissertation note	Presented to the Faculty of the Department of Educational Leadership
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Availability

Library	Location	Call Number	Status	Item Actions
	Electronic Resources	Access Content Online	✔ Available

School transformation : examining the implementation of professional learning cycles to increase collective teacher efficacy in a rural middle school in North Carolina / by Kelly Makepeace.

Click here for more information about this title

Availability