This action research utilized a mix method approach where qualitative and quantitative data were collected. The research study sought to explore if sustained professional development through coaching was done with teachers to enact problem-based learning would transform teachers’ praxis. In addition, the researcher examined what were the factors that contributed to teachers’ inability to transfer learning from a traditional workshop setting to implementing the knowledge gained to their classrooms. The action research consisted of two major stages, namely the needs assessment and the action research cycle. It was imperative that the researcher explore the local setting to ascertain the perceptions of teachers and look at data to determine the needs. From the needs assessment the researcher co-constructed and implemented an intervention to train teacher-participants about problem-based learning as well as conducted awareness sessions about peer coaching and what should be expected during the research study.
|Commitee:||Christ, Thomas W., Sinal Swingler, Jennifer|
|School:||University of Bridgeport|
|School Location:||United States -- Connecticut|
|Source:||DAI-A 82/6(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Curriculum development, Instructional Design, Science education, Educational administration, Education Policy|
|Keywords:||Instructional coaching, Instructional planning, Problem-based learning, Professional development, Research skills|
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