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dc.contributor.supervisor Fowler, Leah
dc.contributor.author Thorsteinson, Corrine
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2010-03-23T19:32:54Z
dc.date.available 2010-03-23T19:32:54Z
dc.date.issued 2003
dc.identifier.uri https://hdl.handle.net/10133/982
dc.description ix, 78 leaves ; 29 cm. -- en
dc.description.abstract Every year, school personnel embark on the road of professional growth. This road has traditionally taken the form of teacher professional growth plans (TPGPs). While the TPGP has enabled school personnel to set and strive toward personally directed professional development, the perception is that many of these goals have not been realized into their intended levels of authentic school improvement or enhanced learning in classrooms. This study evaluates the ability of study groups, as a professional development activity to impact school improvement. Forty school personnel were surveyed to determine the ability of study groups to facilitate goal setting, team learning, and professional dialogue as vehicles for lasting school improvement. Recommendations for linking these vehicles to action include providing time, a collegial environment, and encouragement to taking risks. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Teachers -- In-service training en
dc.subject Group work in education en
dc.title Professional development and study groups : perceptions of school personnel en
dc.type Thesis en
dc.publisher.faculty Education en


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