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dc.contributor.advisorUssher, William (Bill) Grant
dc.contributor.authorAhlawat, Gautam
dc.date.accessioned2016-06-01T23:18:43Z
dc.date.available2016-06-01T23:18:43Z
dc.date.issued2015
dc.identifier.citationAhlawat, G. (2015). Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) (Thesis, Master of Educational Leadership (MEdLeadership)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/10292en
dc.identifier.urihttps://hdl.handle.net/10289/10292
dc.description.abstractParticipatory action research (PAR) was used to investigate the effect of a purposeful and sustained professional learning community (PLC) on teacher professional development (PD) in a secondary school context. A self-contained focus group of teachers organised in a learning community generated iterative data. The focus group meetings served as professional development sessions and data was collected through audio recordings. Inductive and comparative data analysis made meaning of the participants perceptions and compared their individual positioning. The findings indicate that teachers need favourable conditions for shared knowledge generation and focus group dynamics play a pivotal role in professional learning communities. It is recommended that purposeful and sustained professional learning communities be formed within and across New Zealand secondary schools and PAR as pedagogy is used as a PLC strategy for positive teacher PD outcomes.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Waikato
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectParticipatory Action Research
dc.subjectProfessional Learning Community
dc.subjectProfessional Development
dc.subjectPAR as pedagogy
dc.titleParticipatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD)
dc.typeThesis
thesis.degree.grantorUniversity of Waikato
thesis.degree.levelMasters
thesis.degree.nameMaster of Educational Leadership (MEdLeadership)
dc.date.updated2015-12-04T02:12:26Z
pubs.place-of-publicationHamilton, New Zealanden_NZ


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