Teacher Perceptions of Collaborative Practices in a Rural High School Setting: Case Study
The purpose of the qualitative case study was to investigate how teachers in a rural high school setting perceived collaborative practices. The case study examined and analyzed the outcomes of teachers’ learning through a personal connection to professional growth through weekly collaborative planning meetings and professional learning communities. Four collaborative groups of SPED and general education teachers from Geometry, 9th Grade Literature, and Biology, and U.S. History within Rural High School originally were asked to participate in the study. The study concluded with participants in the content areas from Geometry, 9th Grade Literature, and Biology. A total of eleven teachers served as participants in the study. Interviews, observations, and a focus group were the data collection instruments that connected and answered the three research questions related to the study.
collaborative practices, collaboration, professional learning communities, adult learning theories, Educational Leadership
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