Evaluating the Effects of Collaborative Action Research on Teachers' Basic Psychological Needs, Efficacy and Knowledge

Jackson, Sherrie

Evaluating the Effects of Collaborative Action Research on Teachers' Basic Psychological Needs, Efficacy and Knowledge

dc.contributor.advisor	Ford, Timothy
dc.contributor.author	Jackson, Sherrie
dc.contributor.committeeMember	Adams, Curt
dc.contributor.committeeMember	Edwards, Beverly
dc.contributor.committeeMember	Lloyd-Jones, Brenda
dc.date.accessioned	2020-08-21T17:50:24Z
dc.date.available	2020-08-21T17:50:24Z
dc.date.issued	2020-08-10
dc.date.manuscript	2020-08-10
dc.description.abstract	Research offers accounts of the reasons for variation in the quality of experiences across professional development models (Yoon, Duncan, Lee, Scarloss & Shapley, 2007), which has resulted in “a landscape littered with failed approaches” (Lierberman & Wood, 2001, p. 174) in traditional models and recent approaches have proven ineffective in providing opportunities for teachers that promote change in practice or student learning (Darling-Hammond & Stykes, 1999; Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009; Fullan, Hill & Crevloa, 2005). The purpose of this study is to use basic psychological needs theory, an important aspect of human development, as a lens to determine if redesigning the action research model to include structured collaboration, expert coaching and extended learning time would provide improved support for teachers’ basic psychological needs and efficacy. Designed as a single-case embedded study, this is a first-hand account of four teachers’ developmental process and how they respond under the specified conditions. The study demonstrates potential links between teacher-led professional development, active meaningful learning, data-based decision making, job-embedded collaboration and autonomy; job-embedded collaboration, active meaningful learning and extended time and relatedness; and the collaborative action research process and job-embedded collaboration and knowledge.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/325395
dc.language	en_US	en_US
dc.rights	Attribution-NoDerivatives 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by-nd/4.0/	*
dc.subject	Professional development	en_US
dc.subject	Self determination theory
dc.subject	Action research
dc.thesis.degree	Ed.D.	en_US
dc.title	Evaluating the Effects of Collaborative Action Research on Teachers' Basic Psychological Needs, Efficacy and Knowledge	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies	en_US
shareok.orcid	https://orcid.org/0000-0002-4946-3343	en_US