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Vertical professional learning community: a focus on vocabulary

Descriptive

TitleInfo
Title
Vertical professional learning community: a focus on vocabulary
Name (type = personal)
NamePart (type = family)
Lakata
NamePart (type = given)
Lucia
DisplayForm
Lucia Lakata
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Lobman
NamePart (type = given)
Carrie
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Carrie Lobman
Affiliation
Advisory Committee
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RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Ryan
NamePart (type = given)
Sharon
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Sharon Ryan
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Morrow
NamePart (type = given)
Lesley M.
DisplayForm
Lesley M. Morrow
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 (encoding = w3cdtf); (qualifier = exact)
2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-10
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract (type = abstract)
The purpose of this systematic qualitative research investigation was to pilot a vertically aligned professional learning community (PLC) to improve teacher collaboration across grade levels and to inform effective vocabulary instruction. This research intervention was conducted at the Dream Big primary school, which serves a large population of English Language Learners (ELL). Reading can be a challenge for the ELLs at the primary school because of limited English language acquisition and lack of basic and academic vocabulary. In order to meaningfully design and implement vocabulary instruction that better meets the needs of the students, teachers need to understand the progression of vocabulary instruction. For this type of cohesion to occur, teachers need time to collaborate across grade levels. A collective case study design was utilized to explore and examine teacher experiences with participating in a vertically aligned PLC focused on vocabulary instruction. A case study design allowed for an in-depth exploration of the vertical PLC sessions. Data sources in the study included an initial questionnaire, facilitator observations of each session, a collection of documents and artifacts, participant reflection forms, and two final focus group interviews. The participant sample included one ESL teacher from each grade from kindergarten through third grade, two ESL teachers who work across different grade levels, and one ESL teacher that works with the Special Education classrooms.
Subject (authority = RUETD)
Topic
Teacher Leadership
Subject (authority = LCSH)
Topic
Communities of practice
Subject (authority = LCSH)
Topic
English language -- Study and teaching -- Foreign speakers
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_10229
PhysicalDescription
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application/pdf
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text/xml
Extent
1 online resource (viii, 141 pages)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-7as0-b933
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
Lakata
GivenName
Lucia
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-09-09 18:30:31
AssociatedEntity
Name
Lucia Lakata
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)
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ETD
OperatingSystem (VERSION = 5.1)
windows xp
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1.3
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Mac OS X 10.12.6 Quartz PDFContext
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2019-09-12T22:58:57
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2019-09-12T22:58:57
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