Date of Award

1-1-2016

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Richard Kitchen, Ph.D.

Second Advisor

Bruce Uhrmacher

Third Advisor

Nicole Joseph

Fourth Advisor

Arias Alvaro

Keywords

Professional development, Teacher growth

Abstract

This study involved examining the beliefs of teachers at one urban elementary school regarding how professional development has helped them meet the needs of culturally and linguistically diverse students. This study included a series of in-depth interviews with three teacher leaders. The goal was to obtain consent from them to participate in this study at their school. With a qualitative approach, this study included a narrative inquiry method to illuminate teachers' perceptions of whether professional development had a positive impact on their instruction. A series of in-depth one-on-one interviews further shed insight on which types of professional development teachers felt improved their practice for meeting the needs of a culturally and linguistically diverse population.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Sherry Kathleen Segura

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

186 p.

Discipline

Teacher Education

Download



Share

COinS