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Exploring the impact of social networks on teachers’ participation in job-embedded professional development

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TitleInfo
Title
Exploring the impact of social networks on teachers’ participation in job-embedded professional development
TitleInfo (type = abbreviated)
Title
Impact of social networks
Name (type = personal)
NamePart (type = family)
Bigsby
NamePart (type = given)
James B.
NamePart (type = date)
1970-
DisplayForm
James Bigsby
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Firestone
NamePart (type = given)
William
DisplayForm
William Firestone
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Lobman
NamePart (type = given)
Carrie
DisplayForm
Carrie Lobman
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Sargent
NamePart (type = given)
Tanja
DisplayForm
Tanja Sargent
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-05
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
In reviewing the literature on effective teacher development, there is a clear shift in focus. Instead of the traditional inservice workshops, professional development activities that are job-embedded and treat teachers as active, reflective participants have shown to be more effective in meeting teachers’ needs and transforming their instructional beliefs and practices. However, few teachers participate in job-embedded professional development that meets all of those measures (Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009). In fact, over 90% of the teachers surveyed reported that most of the PD in which they had participated consisted of short-term conferences and/or workshops (Wei et al., 2009). This study used a long-term voluntary professional development program in one school to investigate how dimensions of teachers’ social networks influenced their participation in professional development. Because of its tradition with job embedded professional development, the school provided the ideal setting to investigate these dimensions. Over the years, the number of teachers participating had grown and those who choose to participate changed from year to year. Based on the survey results, when making decisions about participation in professional development, Collegiality, Time Constraints, and Personal Issues were found to be factors that differentiate participating teachers from non-participating teachers at the school. Using the Social Network data, teachers who decided to participate in the teacher study group were found to have higher levels of connectedness and collegiality than teachers who chose not to participate. And regardless of their decision to participate, teachers interviewed reported the importance of collegial opportunities to share experiences for their own professional development. With an understanding of social networks of their teachers, administrators can support the structures that foster relationships which build collegiality in their buildings. Higher levels of collegiality have shown to influence participation in professional development, instructional practices and beliefs (Dzubay, 2001; Bidwell & Yasumoto, 1999).
Subject (authority = RUETD)
Topic
Educational Administration and Supervision
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_5561
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
vii, 100 p. : ill.
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by James B. Bigsby
Subject (authority = ETD-LCSH)
Topic
Career development
Subject (authority = ETD-LCSH)
Topic
Teachers--Social networks
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3RF5S8D
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Bigsby
GivenName
James
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-04-23 09:33:22
AssociatedEntity
Name
James Bigsby
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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