Triangulated Study of Bacon County Middle School
Triangulated Study of Bacon County Middle School
Abstract
The study involves a middle school in southeastern Georgia, which identifies three collegial interactions. The three identified in the study included: study teams, coaching and mentoring. The study involved 34% of the certified faculty at Bacon County Middle School. The randomly selected participants’ years of experience ranged from: 1 participant less than 5 years; 2 participants with 5 to 10 years experience; 4 with 10 to 15 years of experience and 3 with more than 20 years. Collectively, they hold 1 doctorate degree, 5 masters degrees, and 4 specialists degrees which cover a wide range of academic fields including mathematics, language arts, special education, counseling, health and careers. Some of the works by Linn (2000), Fisher (2000) and Marzano (2002) provide insight on study teams and collegial interactions. A school’s professional development plan or corrective action plan is a sure way for improving the quality and equity of teacher and student learning.
A Triangulated Study for Bacon County Middle School
Introduction
The strength of a triangulated study lies in its triangulation, collecting information in many ways, rather than relying solely on one source (Wolcott, 1988 as cited in Mills, 2003). Data was collected through a questionnaire, survey, and the schools professional development plan. The purpose of this study was to describe collegial interactions at Bacon County Middle School. Marzano (2003) found that collegial behavior involves teachers who are supportive of each other and openly enjoy professional interactions and are respectful of each other’s needs. In particular, the study focused on professional development as a continuous process of individual and collective examination and improvement of practice. “Continuous learning by today’s classroom teachers is necessary for the survival and improvement of the American educational system” (Linn, 2006, para 1).
Abstract
The study involves a middle school in southeastern Georgia, which identifies three collegial interactions. The three identified in the study included: study teams, coaching and mentoring. The study involved 34% of the certified faculty at Bacon County Middle School. The randomly selected participants’ years of experience ranged from: 1 participant less than 5 years; 2 participants with 5 to 10 years experience; 4 with 10 to 15 years of experience and 3 with more than 20 years. Collectively, they hold 1 doctorate degree, 5 masters degrees, and 4 specialists degrees which cover a wide range of academic fields including mathematics, language arts, special education, counseling, health and careers. Some of the works by Linn (2000), Fisher (2000) and Marzano (2002) provide insight on study teams and collegial interactions. A school’s professional development plan or corrective action plan is a sure way for improving the quality and equity of teacher and student learning.
A Triangulated Study for Bacon County Middle School
Introduction
The strength of a triangulated study lies in its triangulation, collecting information in many ways, rather than relying solely on one source (Wolcott, 1988 as cited in Mills, 2003). Data was collected through a questionnaire, survey, and the schools professional development plan. The purpose of this study was to describe collegial interactions at Bacon County Middle School. Marzano (2003) found that collegial behavior involves teachers who are supportive of each other and openly enjoy professional interactions and are respectful of each other’s needs. In particular, the study focused on professional development as a continuous process of individual and collective examination and improvement of practice. “Continuous learning by today’s classroom teachers is necessary for the survival and improvement of the American educational system” (Linn, 2006, para 1).
References: Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: SAGE Publications. Dantonio, M. (2002). Collegial coaching: Inquiry in the teaching self. Bloomington, IN: Phi Delta Kappa. Dearman, C. C. and Alber, S. R. (2005). The Changing face of education: Teachers cope with challenges through collaboration and reflective Study. Reading teacher. (pp. 634-640). (EJ684426). Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D. C. Health & Co. Fisher, J., 2006. Teacher.Net Gazette. Retrieved on March 6, 2007 from http://teachers.net/gazette/AUG00/fisher.html Linn, G.B., 2006 Little, J.W. (2002) Professional communication and collaboration. In Hawley, W.D. and Rollie, D.L. (2002). The Keys to effective schools: Education reform as continuous improvement (pp. 43-55). Thousand Oaks: SAGE Publications. Professional Development for Teachers. (n.d.). Retrieved on May 17, 2007 from http://www.aft.org/topics/teacher-quality/prodev.htm Valli, L., & Hawley, W