| Descript |
86 p |
| Note |
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1208 |
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Advisers: Joy J. Rogers; Steven I. Miller |
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Thesis (Ph.D.)--Loyola University Chicago, 2006 |
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This study focused on how participants in the Loyola University Chicago Adventure of the American Mind (AAM) program affected the communities of practice within their respective schools. Wenger (1998) defines a community of practice as an informal phenomenon which exists in many diverse settings. The research studied the explicit social context to which the AAM participant returned. A significant question was how, after the participant obtained the AAM training, was his or her recently acquired knowledge conveyed throughout the school's environment? If the information was being disseminated, had it become a persisting event where teachers consequently inspired each other? Given that the participant's information was being distributed throughout the school's community and the teachers were educating one another, the essential research focus became one of investigating this occurrence. Information of such an outcome is together practically and theoretically imperative to study since it exhibits how school contexts may result in new learning structures and results. For that reason, the objective of this analysis was to establish whether a school's having a teacher-participant in the Loyola University Chicago AAM program enhanced communities of practice by encouraging professional cooperation in the AAM methods which were to augment the potential for student learning |
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School code: 0112 |
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DDC |
| Host Item |
Dissertation Abstracts International 67-04A
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| Subject |
Education, Sociology of
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Education, Teacher Training
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Education, Technology
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Education, Curriculum and Instruction
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0340
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0530
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0710
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0727
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| Alt Author |
Loyola University Chicago
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