The education system rests in a paradox with an ever-changing world and classrooms frozen in time. Though technological advancements, societal changes, and policy reforms are continuously reshaping the world, classrooms have remained anchored in traditional teaching and learning practices. This study examined the relationship between professional learning programs and the quality of classroom instruction with a focus on implementing more collaborative and dialogic approaches to both student and professional learning. This research involved a multifaceted program evaluation of the learning environment centered on the learning experiences of both students and teachers. A utilization-focused evaluation approach was implemented to ensure the findings would be applicable to educational leaders and teachers. Data collection included a student survey assessing knowledge and perceptions of effective classroom discussions, the 5Essentials Survey measuring ambitious instruction through the lens of teachers, a researcher-created instructional staff survey exploring the professional learning experiences and preferences of instructional staff, and five one-on-one teacher interviews and a focus group interview comprising paraprofessionals and instructional assistants reporting on their professional learning experiences. The findings indicated that though teachers value learning experiences through collaborative work and demonstrate a strong commitment to student learning, professional learning opportunities often lack clear alignment with teacher and student needs. A more intentional focus on discourse-based professional development can enhance instructional practices and foster meaningful learning discussions. The research recommendations highlight the need for continuous, collaborative professional learning that prioritizes teachers as leaders, student engagement, and the development of instructional discourse practices. Most importantly, results can inspire leaders and educators to commit to reshaping the educational context with ongoing learning and adaptation in a natural and informed way.
","abstract_html":"<p>The education system rests in a paradox with an ever-changing world and classrooms frozen in time. Though technological advancements, societal changes, and policy reforms are continuously reshaping the world, classrooms have remained anchored in traditional teaching and learning practices. This study examined the relationship between professional learning programs and the quality of classroom instruction with a focus on implementing more collaborative and dialogic approaches to both student and professional learning. This research involved a multifaceted program evaluation of the learning environment centered on the learning experiences of both students and teachers. A utilization-focused evaluation approach was implemented to ensure the findings would be applicable to educational leaders and teachers. Data collection included a student survey assessing knowledge and perceptions of effective classroom discussions, the 5Essentials Survey measuring ambitious instruction through the lens of teachers, a researcher-created instructional staff survey exploring the professional learning experiences and preferences of instructional staff, and five one-on-one teacher interviews and a focus group interview comprising paraprofessionals and instructional assistants reporting on their professional learning experiences. The findings indicated that though teachers value learning experiences through collaborative work and demonstrate a strong commitment to student learning, professional learning opportunities often lack clear alignment with teacher and student needs. A more intentional focus on discourse-based professional development can enhance instructional practices and foster meaningful learning discussions. The research recommendations highlight the need for continuous, collaborative professional learning that prioritizes teachers as leaders, student engagement, and the development of instructional discourse practices. Most importantly, results can inspire leaders and educators to commit to reshaping the educational context with ongoing learning and adaptation in a natural and informed way.</p>","abstract_has_math":false,"creators":["Jaquez, Belinda"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Jason Stegemoller","Dr. Harrington Gibson","Dr. Don Angelaccio"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-06-01T07:00:00Z","date_published":"2025-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["teaching","instruction","professional development","best practices","discourse","engagement","collaboration","Adult and Continuing Education and Teaching","Bilingual, Multilingual, and Multicultural Education","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Elementary Education","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Secondary Education and Teaching","Special Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/886","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jason Stegemoller","Dr. Harrington Gibson","Dr. Don Angelaccio"]},{"key":"dc:creator","label":"Author","values":["Jaquez, Belinda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-05-25T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teaching","instruction","professional development","best practices","discourse","engagement","collaboration","Adult and Continuing Education and Teaching","Bilingual, Multilingual, and Multicultural Education","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Elementary Education","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Secondary Education and Teaching","Special Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/886"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The education system rests in a paradox with an ever-changing world and classrooms frozen in time. Though technological advancements, societal changes, and policy reforms are continuously reshaping the world, classrooms have remained anchored in traditional teaching and learning practices. This study examined the relationship between professional learning programs and the quality of classroom instruction with a focus on implementing more collaborative and dialogic approaches to both student and professional learning. This research involved a multifaceted program evaluation of the learning environment centered on the learning experiences of both students and teachers. A utilization-focused evaluation approach was implemented to ensure the findings would be applicable to educational leaders and teachers. Data collection included a student survey assessing knowledge and perceptions of effective classroom discussions, the 5Essentials Survey measuring ambitious instruction through the lens of teachers, a researcher-created instructional staff survey exploring the professional learning experiences and preferences of instructional staff, and five one-on-one teacher interviews and a focus group interview comprising paraprofessionals and instructional assistants reporting on their professional learning experiences. The findings indicated that though teachers value learning experiences through collaborative work and demonstrate a strong commitment to student learning, professional learning opportunities often lack clear alignment with teacher and student needs. A more intentional focus on discourse-based professional development can enhance instructional practices and foster meaningful learning discussions. The research recommendations highlight the need for continuous, collaborative professional learning that prioritizes teachers as leaders, student engagement, and the development of instructional discourse practices. Most importantly, results can inspire leaders and educators to commit to reshaping the educational context with ongoing learning and adaptation in a natural and informed way.
"]},{"key":"dc:title","label":"Title","values":["Uncovering Best Practices for Professional Learning: A Focus on Dialogic Discourse"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jason Stegemoller","Dr. Harrington Gibson","Dr. Don Angelaccio"],"dc:creator":["Jaquez, Belinda"],"dc:date.available":["2025-05-25T07:00:00Z"],"dc:description.abstract":["The education system rests in a paradox with an ever-changing world and classrooms frozen in time. Though technological advancements, societal changes, and policy reforms are continuously reshaping the world, classrooms have remained anchored in traditional teaching and learning practices. This study examined the relationship between professional learning programs and the quality of classroom instruction with a focus on implementing more collaborative and dialogic approaches to both student and professional learning. This research involved a multifaceted program evaluation of the learning environment centered on the learning experiences of both students and teachers. A utilization-focused evaluation approach was implemented to ensure the findings would be applicable to educational leaders and teachers. Data collection included a student survey assessing knowledge and perceptions of effective classroom discussions, the 5Essentials Survey measuring ambitious instruction through the lens of teachers, a researcher-created instructional staff survey exploring the professional learning experiences and preferences of instructional staff, and five one-on-one teacher interviews and a focus group interview comprising paraprofessionals and instructional assistants reporting on their professional learning experiences. The findings indicated that though teachers value learning experiences through collaborative work and demonstrate a strong commitment to student learning, professional learning opportunities often lack clear alignment with teacher and student needs. A more intentional focus on discourse-based professional development can enhance instructional practices and foster meaningful learning discussions. The research recommendations highlight the need for continuous, collaborative professional learning that prioritizes teachers as leaders, student engagement, and the development of instructional discourse practices. Most importantly, results can inspire leaders and educators to commit to reshaping the educational context with ongoing learning and adaptation in a natural and informed way.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/886"],"dc:subject":["teaching","instruction","professional development","best practices","discourse","engagement","collaboration","Adult and Continuing Education and Teaching","Bilingual, Multilingual, and Multicultural Education","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Elementary Education","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Secondary Education and Teaching","Special Education and Teaching","Teacher Education and Professional Development"],"dc:title":["Uncovering Best Practices for Professional Learning: A Focus on Dialogic Discourse"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:38Z"}