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Author Whaley, Jerita W. Southern
Title Powerful professional development: A perpetuation theory and network analysis of teachers' perceptions of the National Board for Professional Teaching Standards certification process
book jacket
Descript 210 p
Note Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0898
Adviser: Adrienne E. Hyle
Thesis (Ed.D.)--Oklahoma State University, 2003
Scope and method of study. The purpose of this study was to explore teachers' perspectives of their openness to new ideas through inquiry and reflection, networking with other teachers, and persistence in refining their practice in order to understand accomplished teaching that makes a difference in student learning. This purpose was achieved through the following: (1) describe teachers' perceptions of the process for National Board Certification and its impact; (2) analyze National Board Certified teachers' perception of changes in their practice through the lenses of perpetuation theory (Wells & Crain, 1994) and network analysis (Granovetter, 1973, 1976, 1995); (3) report other realities revealed; and (4) assess the usefulness of these lenses for explaining these perspectives. Each participant was interviewed and narrative was analyzed through the lenses of perpetuation theory and network analysis
Findings and conclusions. Findings identified by the National Board Certified Teachers in this study were: (1) the participants consistently described the NBPTS process as powerful professional development that acted as a catalyst for continuing change in practice, (2) each of the participants described the impact of the NBPTS process as powerful professional development that came through the network of weak ties, and this challenges traditional views of professional development, (3) networks for the NBPTS teachers were differentiated by gender and level, (4) the insights gleaned would not have been so apparent without perpetuation theory, network analysis and the theories' description of the strength of weak ties. These findings led to the following conclusions: (1) the network of the NBPTS process offers powerful professional development that is perpetual for teachers who continue to be involved in a network, (2) weak ties within networks offer another context for professional growth that may be in juxtaposition to the lack of support for an individual's professional development within a school or district, (3) female teachers on the elementary level are more likely to network with teachers in their building than is a male secondary teacher, (4) weak ties as described by perpetuation theory and network analysis offer an effective lens for explaining teachers' perspectives about their own professional growth
School code: 0664
Host Item Dissertation Abstracts International 65-03A
Subject Education, Teacher Training
Alt Author Oklahoma State University
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