Changes made to the federal (USDOE, 2015) and state laws (Ga Rules & Regs., 2015) governing teacher professional development required Georgia public school systems to discontinue the professional learning unit (PLU) system (USDOE, 2015) and to implement a continuous, job-embedded professional development structure delivered through a school learning community such as a professional learning community (USDOE, 2015). Because singleton teachers are those who are the only ones teaching a course or grade-level in a school building, they may not be participating in a community that serves their professional learning needs.
In this multiple-site multiple case study, the researcher described four singleton secondary science teachers’ professional learning experiences using data collected from semi-structured interviews, observations of the learning community, and additional documents. The within-case and cross-case analyses produced the findings of this study, which show that the participants received pedagogical content knowledge from the training received for their respective singleton courses; however, they lacked collegial collaboration, time, and content knowledge from the available professional learning in the singleton courses. The researcher anticipates the findings to be of value to district and school professional learning coordinators making decisions for singletons’ professional learning needs. Ultimately, the correct placement for these teachers into an ongoing, job-embedded professional community will increase their learning, which will then lead to an increase in their students’ learning.
|Commitee:||Rambo, Lynn, Shirley, J. Michael|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Science education|
|Keywords:||Collaborative group, Professional learning, Professional learning communities, Secondary science, Singleton teacher|
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