Date of Award

2018

Document Type

Doctoral Paper

Degree Name

Ed.D.

Keywords

Evaluation, Reflection, Learning log, Self-efficacy

Department

Educational Administration and Policy Studies

First Advisor

Erin Anderson, Ph.D.

Second Advisor

Susan Korach, Ed.D.

Third Advisor

Doris Candelarie, Ph.D.

Abstract

The purpose of this qualitative action research study was to create an improved learning log procedure, based on the theory of action that the use of professional learning logs will improve self-reflection, which will increase teacher self-efficacy. Data collected through interviews, focus groups, and a research action committee have led to the assertions that (a) reflection is a necessary and welcomed part of being a professional; (b) procedures for reflection must be easily accessed and consistent; (c) teachers should have autonomy over their choice of reflection method to gain meaning; (d) though the learning log process allows for autonomy, the purpose of the learning log is ambiguous and needs further defining. Addressing these assertions, a series of recommendations is made to improve the overall process of reflection within the school.

Copyright Statement / License for Reuse

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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