Staff View
A statewide community of practice

Descriptive

TitleInfo
Title
A statewide community of practice
SubTitle
professional development for science teachers
Name (type = personal)
NamePart (type = family)
Susca-Nicosia
NamePart (type = given)
Kristina
NamePart (type = date)
1979-
DisplayForm
Kristina Susca-Nicosia
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Lobman
NamePart (type = given)
Carrie
DisplayForm
Carrie Lobman
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Battey
NamePart (type = given)
Dan
DisplayForm
Dan Battey
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Jordan
NamePart (type = given)
Rebecca
DisplayForm
Rebecca Jordan
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Gespass
NamePart (type = given)
Suzanne
DisplayForm
Suzanne Gespass
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside 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)
2016
DateOther (qualifier = exact); (type = degree)
2016-05
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2016
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The introduction of new curriculum poses a range of challenges for both new and experienced teachers. To overcome these challenges teachers need appropriate trainings and support. Research shows that communities of practice (COP) are valuable for teacher development and correlated to good teaching. COPs can be difficult to create because teachers are pre-conditioned to work in isolation. The purpose of this qualitative study was to consider how the COP model, at the state level, used the expertise of both new and experienced teachers. In addition to supporting experienced teachers in transitioning to problem-based learning (PBL), this could be an effective method of bringing new teachers into the profession. The study was conducted with high school and middle school science teachers from across New Jersey. The following research questions guided the research study: (1) What takes place in a community of practice focused on developing problem-based learning? (2) What are participants’ perceptions of the value of the statewide community of practice? These research questions were addressed by using feedback forms, informal conversations, a focus group, observations and collecting documents, from twelve participants (myself included) over four months. After reading the data multiple times, coding, and identifying patterns and themes, interpretations were made. Findings showed the importance and particularities of my leadership in structuring and facilitating the meetings to meet the teachers’ needs and that novice teachers worked alongside of experienced teachers to contribute to the collective knowledge of the group. The teachers reported positive experiences during the COP and they appreciated the support provided by like-minded peers. The overall findings of this study also support that from the teachers’ perspectives, a statewide community of practice promotes and sustains ongoing professional growth. Three claims were made when discussing findings: 1) this is a new type of community of practice with unique teacher leadership and willing participants; 2) teachers should have a voice and choice in selecting their own learning communities, and 3) it is possible to create conditions in which novice teachers are full and active participants from the beginning. Practical recommendations and suggestions for future research are presented.
Subject (authority = RUETD)
Topic
Teacher Leadership
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_7043
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 104 p.)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Communities of practice
Subject (authority = ETD-LCSH)
Topic
Career development
Subject (authority = ETD-LCSH)
Topic
Science--study and teaching
Note (type = statement of responsibility)
by Kristina Nicosia
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/T3NK3H6W
Genre (authority = ExL-Esploro)
ETD doctoral
Back to the top

Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Susca-Nicosia
GivenName
Kristina
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2016-02-22 20:01:14
AssociatedEntity
Name
Kristina Susca-Nicosia
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
Back to the top

Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
CreatingApplication
Version
1.3
ApplicationName
Mac OS X 10.11.3 Quartz PDFContext
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2016-03-07T16:52:35
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2016-03-07T16:52:35
Back to the top
Version 8.5.5
Rutgers University Libraries - Copyright ©2024