{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86800"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86800","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Curricular Reform: The Role of Collaboration as it Relates to Professional Development","abstract":"Ed.D.","abstract_html":"Ed.D.","abstract_has_math":false,"creators":["Irizarry, Michael; 0000-0002-9535-0198"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Stone-Johnson, Corrie","Educational Leadership and Policy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-25T23:22:53Z","date_published":"2025-02-25T23:22:53Z","updated_at":"2026-07-27T19:05:37Z","subjects":["education"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86800","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Stone-Johnson, Corrie","Educational Leadership and Policy"]},{"key":"dc:creator","label":"Author","values":["Irizarry, Michael; 0000-0002-9535-0198"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-25T23:22:53Z","2020","2020-07-01 00:27:12"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86800"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ed.D.","This study will add to a growing body of literature on collaboration by examining how teachers perceive and react to various forms of collaboration, such as PLCs, as they relate to curricular changes brought on by a reform initiative. The purpose of this study was to examine the ways that collaboration during professional development shaped a teacher's personal sense of success when adapting to meet changes brought forth from curricular reform. This study was designed as a representative multi-case study with one unit of analysis. Twenty middle school teachers from Western New York were selected based on Math and English certifications from three different sites. Utilizing semi-structured interviews and document analysis, the following conclusions emerged:1.) Teachers critically value the resource of time when considering their own perception of how productive a collaboration was. 2.) The physiological and affective domain of self-efficacy had an especially strong impact on the ability of a teacher to effectively collaborate in a group setting. 3.) Teachers often perceived success from a collaboration through the lens of tangible products, such as lesson, worksheets, or units and whether or not those products brought about higher levels of student engagement in the classroom.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Curricular Reform: The Role of Collaboration as it Relates to Professional Development"]}]}],"canonical_facts":{"dc:contributor":["Stone-Johnson, Corrie","Educational Leadership and Policy"],"dc:creator":["Irizarry, Michael; 0000-0002-9535-0198"],"dc:date":["2025-02-25T23:22:53Z","2020","2020-07-01 00:27:12"],"dc:description":["Ed.D.","This study will add to a growing body of literature on collaboration by examining how teachers perceive and react to various forms of collaboration, such as PLCs, as they relate to curricular changes brought on by a reform initiative. The purpose of this study was to examine the ways that collaboration during professional development shaped a teacher's personal sense of success when adapting to meet changes brought forth from curricular reform. This study was designed as a representative multi-case study with one unit of analysis. Twenty middle school teachers from Western New York were selected based on Math and English certifications from three different sites. Utilizing semi-structured interviews and document analysis, the following conclusions emerged:1.) Teachers critically value the resource of time when considering their own perception of how productive a collaboration was. 2.) The physiological and affective domain of self-efficacy had an especially strong impact on the ability of a teacher to effectively collaborate in a group setting. 3.) Teachers often perceived success from a collaboration through the lens of tangible products, such as lesson, worksheets, or units and whether or not those products brought about higher levels of student engagement in the classroom.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86800"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["education"],"dc:title":["Curricular Reform: The Role of Collaboration as it Relates to Professional Development"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:37Z"}