The implementation of literacy lab classrooms as a form of professional learning for teachers

This action research study examined the implementation of the lab classroom professional development concept in a K-5 school district. Teachers who engage is professional development that is ongoing, job-embedded, and collaborative can further their learning and strengthen their teaching practices (Darling-Hammond, 2009; Fullan, Hill, & Crevola, 2006; Reeves, 2010). Teacher practices, knowledge, reflection, and collaboration were explored through the lab classroom implementation to see if this type of professional development was beneficial for the teachers. The power in knowing the organization and planning a change of this magnitude were also reported. Additionally, the researcher looked to gain insights on leadership strategies that one must embrace to implement change. Leadership discoveries were made and challenges arose in which the researcher needed to reach to her guiding moral principles. Building leadership capacity and exploring the transparency of leadership were identified as important aspects of leading change.

Name thesis:degree_name

Ed.D. Educational Leadership

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2012

Author dc:creator

• Madden, Briean

Contributors dc:contributor

• Doolittle, Virginia

• Professional learning communities
• Elementary and Middle and Secondary Education Administration

Repository record dc:identifier

https://rdw.rowan.edu/etd/520

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1519