Resistance in the Core: A Mixed Methods Investigation of Secondary Teachers' Collegial Learning Networks in the Context of Reform
dc.contributor.author | Lee, Christopher | |
dc.date.accessioned | 2018-06-07T17:45:17Z | |
dc.date.available | NO_RESTRICTION | |
dc.date.available | 2018-06-07T17:45:17Z | |
dc.date.issued | 2018 | |
dc.date.submitted | 2018 | |
dc.identifier.uri | https://hdl.handle.net/2027.42/143956 | |
dc.description.abstract | This sequential explanatory mixed methods study analyzed teachers’ collegial learning networks in the context of a specific teacher learning reform, Professional Learning Communities (PLCs). Teachers from four high schools in one district participated in the quantitative data collection. Social network analysis modeled variables that affected the formation and dissolution of new collegial learning network ties, clustered teachers into network subgroups, and individualized interview protocols. Phenomenography via focused ethnography was employed during the qualitative phase of the study. Interview data from one unique subgroup (Kirby-H) facilitated exploration of these teachers’ collegial learning networks and reform experiences. Membership in the same PLC content/grade-level group was significantly correlated with new collegial learning ties, but Kirby-H described the formal reform and its associated learning incidents in overwhelmingly negative terms, preferring or attaching a positive valence to informal collegial learning in almost two-thirds of the total learning incidents. The qualitative data suggest that teachers in Kirby-H did not believe that the PLC facilitated their professional learning. Therefore, the strong quantitative correlation between same PLC membership and new collegial learning ties suggest that collegial ties are composed of learning outside of formal structures (i.e. informal learning). Further, maladaptive beliefs of Kirby-H members may have complicated the success of the PLC reform. Findings suggest the following: 1) PLC content/grade-level groups were constructed on top of preexisting, informal learning networks and bounded by content area, and 2) teachers within key subgroups have the potential to complicate the success of teacher learning reforms and their informal learning must therefore be taken into account during the design phase of a professional learning reform. | |
dc.language.iso | en_US | |
dc.subject | social network analysis | |
dc.subject | phenomenography | |
dc.subject | professional learning communities | |
dc.subject | collegial learning | |
dc.subject | mixed methods | |
dc.subject | education reform | |
dc.title | Resistance in the Core: A Mixed Methods Investigation of Secondary Teachers' Collegial Learning Networks in the Context of Reform | |
dc.type | Thesis | en_US |
dc.description.thesisdegreename | PhD | en_US |
dc.description.thesisdegreediscipline | Educational Studies | |
dc.description.thesisdegreegrantor | University of Michigan, Horace H. Rackham School of Graduate Studies | |
dc.contributor.committeemember | Freeman, Donald | |
dc.contributor.committeemember | Davis, Gerald F | |
dc.contributor.committeemember | Frank, Kenneth | |
dc.contributor.committeemember | Peurach, Donald Joseph | |
dc.subject.hlbsecondlevel | Education | |
dc.subject.hlbsecondlevel | Social Sciences (General) | |
dc.subject.hlbtoplevel | Social Sciences | |
dc.description.bitstreamurl | https://deepblue.lib.umich.edu/bitstream/2027.42/143956/1/cdeanlee_2.pdf | |
dc.description.bitstreamurl | https://deepblue.lib.umich.edu/bitstream/2027.42/143956/2/cdeanlee_3.pdf | |
dc.description.bitstreamurl | https://deepblue.lib.umich.edu/bitstream/2027.42/143956/3/cdeanlee_1.pdf | |
dc.identifier.orcid | 0000-0001-9206-4471 | |
dc.identifier.name-orcid | Lee, Christopher; 0000-0001-9206-4471 | en_US |
dc.owningcollname | Dissertations and Theses (Ph.D. and Master's) |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.