In recent decades, reflective practice and mentoring have become vehicles for endorsing professional development and competency among student teachers during their induction into the teaching profession. This research study aims to explore the extent to which peer-mentoring can inform reflective practice among student teachers within a community of practice. The mentoring concepts illuminated within this study suggest a move away from hierarchical expert-novice approaches towards mentoring, in exchange for more reciprocal endeavour where power dynamics are removed and both participants become equal receivers and disseminators of knowledge regarding teaching and learning. A qualitative approach was employed through a four-phase, sequential data collection strategy to gather the narrative data collated. Interviews, reflective pro-formas, workshops and open-ended questionnaires were used as instruments to collate narrative data concerning the peer-mentoring experiences of four student teachers. The data was analysed utilising an interpretive phenomenological analysis approach. The student teachers involved in this study were selected from a purposive sample. Importantly, the participants selected demonstrated professional characteristics which resonated with the aims of this study. A conceptual framework was designed to capture and examine six dimensions of collaborative mentoring in which student teachers could explore aspects of their own teaching practice through action research. The findings generated within the study point towards a range of contexts and challenges concerning peer-mentoring. The findings revealed that the mentoring dimensions used to stimulate meaningful reflection influenced professional development, while the challenges presented issues concerning; trust, power and time. However, the findings also indicate that challenges to peer-mentoring are not insurmountable. This particular study contends that further research is recommended into: firstly, how educational institutions can create supportive, collaborative learning cultures; secondly, how can reflective practice be encouraged throughout professional teaching careers; and finally, how can the challenges of peer-mentoring be minimised in attempting to encourage such endeavour among student teachers.

The purpose of this study was to examine data from the Early Childhood Longitudinal Study: Kindergarten Class of 1998-99 (ECLS-K) report, identify questions and statements that correlate to the dimensions of professional learning communities (PLCs), and determine the effect PLCs have on student achievement based on the ECLS-K data. In addition, the rationale for doing this research was to measure growth in student achievement over time. A multilevel growth model was used for this research. Univariate analysis was conducted in order to reveal frequencies and percentages associated with teacher responses. Bivariate analysis was applied in order to determine the inter-correlations between the fourteen variables. Once the inter-correlations were determined from the bivariate analysis, principal component analysis was applied in order to reveal the theoretical relationship between the variables. Through the use of principal components a set of correlated variables is transformed into a set of structure coefficient: support and collaborative. Finally, a multilevel growth model was used in order to determine the effect that each variable within the support and collaborative structure coefficients had on student achievement over time. This study revealed a number of variables within the ECLS-K report that correspond to the dimensions of PLCs have a statistically significant effect on student achievement in math and reading over time. This study demonstrated that support and collaborative variables within PLCs have a positive effect on both math and reading IRT achievement from 3rd grade to 5th grade.

This study examined methods and practices utilized in planning residential learning communities at three large, state-funded, research-oriented universities. Much research has been conducted on the ability of residential learning communities to enhance student learning and retention but little research has been done on how these programs are initiated. This study focused on interviews with founders and initiators and archival documents from the Residential College at the University of Michigan, Freshman Interest Groups program at the University of Missouri-Columbia, and the Residential Freshman Interest Groups program at the University of Oregon. Rogers' organizational decision of innovations theory provided the conceptual framework for this qualitative study. This study found four critical elements for initiating residential learning communities: (1) the utilization of a representative planning committee (2) shared beliefs and faculty-faculty interaction, (3) campus champions with authority or expertise acknowledged by others (4) willingness among planning committee to adapt to changing circumstances. One unanticipated finding was the impetus for residential learning communities. While all three campuses sought to improve student connectedness, successful residential learning communities originated from fiscal concerns about underutilized campus housing as well as a desire to strengthen the rigor of undergraduate education. A second unanticipated finding was the relatively small role that institutional goals and missions played in initiating this innovation at the three sites. Initiators and founders of residential learning communities were less influenced by formal institutional mission statements than by an immediate fiscal or student development concern. Residential learning communities are one approach to integrating the resources of a large university with the intimacy of a small residential college. As large institutions strive to embrace academic as well as personal development for students, this research can guide campuses in effective planning.

This case study examined the evolution of a partnership between a middle school mathematics teacher and a university researcher around discussions on the content and teaching of mathematics. In particular, the study sought to examine the evolution of the partnership, the constraints present for the teacher and researcher, the impact of the partnership on the mathematical and pedagogical issues that arose in planning, teaching, and assessment, and the impact on the tasks that the teacher chose and implemented in the classroom. Drawing from the literature on collaborations and the emergent perspective, the evolution of the partnership occurred through three stages, determined by the content-teaching tensions. The first stage focused on the mathematics content, with the agenda being set and run by the researcher. The second stage gave rise to the content-teaching tensions as the teacher shifted the discussions from content to a focus on lesson planning and teaching. Tensions were resolved in the third stage with the teacher taking a proactive role in the discussions of lesson design and teaching. The mathematical issues in planning and teaching reflected the shift in the partnership where in the beginning the discussions focused on the mathematical content, later discussions centered on a combination of content, pedagogy, and student thinking. The assessment discussions addressed differences between the language of the curriculum and the district and state tests.The shift in the partnership can be attributed to the teacher's choice of high level mathematics tasks, the subsequent adoption of a conceptually based mathematics curriculum and the effective management of the dialectic tensions by both partners. This study illustrated that generating perturbations and effective management of dialectical tensions has the potential for a fruitful collaboration between teachers and researchers.

Abstract THE IMPACT OF ENABLING SCHOOL STRUCTURES ON THE DEGREE OF INTERNAL SCHOOL CHANGE AS MEASURED BY THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITIES By Joseph D. Tylus, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2009 Major Director: Dr. William C. Bosher Distinguished Professor, G. Wilder School of Policy Adjunct Professor, VCU School of Education This non-experimental, correlational study looked at the relationship between bureaucratic structures in middle and high schools in bringing about change in individual teacher classroom instructional practices through the centralized directive of membership in a professional learning community. Using a continuum of bureaucratic structure, from enabling to hindering, designed by Hoy and Sweetland (2001), each teacher identified the type of bureaucratic structure they believed they operated within. The teacher participants responded to a questionnaire on how involved they were and to what degree they participated with colleagues in a professional learning community during the current school year. Further, they were asked how membership in a professional learning community influenced, if at all, their instructional practices. A regression analysis showed a statistically significant relationship between enabling bureaucratic structure and a higher degree of teacher personal professional growth. A regression analysis also demonstrated a statistically significant relationship between enabling bureaucratic structure and change in instructional practices in the classroom associated with membership in a professional learning community. However, while the analyses found statistical significance, the actual effect size was low, challenging the level of practical significance of the model. One interaction of interest related to teachers who teach courses where there is a state mandated end-of-course test that impacts the school’s adequate yearly progress (AYP) rating. Teachers in this group reported the highest level of change in their classroom instructional practices through membership in a professional learning community when they perceived a more enabling bureaucratic structure for the school in which they worked. Hopefully these results will help encourage future work that pertains to which bureaucratic structures are most effective in producing change in the classroom through the use of professional learning communities. The dissertation was created using Microsoft Word 2003.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Doris Wright Carroll / Learning communities are considered a high impact practice. Most research has focused on the benefits for the students within learning communities. This study sought to explore what learning community leaders learn from their experiences in a learning community. The central research question was: What do student leaders experience in a classroom learning community? A phenomenological qualitative research approach was used to explore this question. Twenty-five students who had recently been a leader of a learning community in a large lecture course at a Midwest landgrant university were interviewed. The participants reflected on their position as a class leader and described in detail their experiences. To analyze the data, significant statements from each of the transcripts were organized into meaning units. The meaning units were used to formulate two codes: (a) learning communities and (b) personal development. Seven themes emerged from the data: 1) environmental elements of a learning community, 2) responsibilities of a class leader, 3) class leader roles within a learning community, 4) caring relationships, 5) self-awareness, 6) vocation, and 7) impact. Participants described learning communities as a small group of diverse students engaged in the process of learning. Participants emphasized the need for a safe learning environment, and an environment that leaders need to cultivate. Skills that were developed from learning community leaders’ responsibilities include time management and small group facilitation and throughout the experience, leaders can look forward to the development of caring and long lasting relationships with students, other peer leaders, and faculty. Participants identified that being a learning community leader impacted one’s affective, cognitive, and behavioral development, all of which resulted in one’s self-understanding and self-confidence. The experience of being a learning community leader shaped or affirmed future plans and goals and strengthened one’s identity formation as a leader. The study explored the experiences of undergraduate student leaders in the classroom. The findings of this study challenged institutions to rethink large lecture classrooms and consider integrating learning communities within large lecture classes while being intentional to provide the necessary resources and support to train peer teachers who would be asked to lead the learning communities.

Master of Science / Department of Counseling and Student Development / Doris Wright Carroll / Living-learning communities in higher education play a critical role in the success of our student population. Having the option of living-learning communities on campus is a sought after option for students and parents of students beginning college. For student retention efforts, it is important that our student affairs professionals understand the impact that living-learning communities have on the first-year student population. It is additionally important that professionals understand the different types of living-learning communities and determine which is best to implement on their campus. This report takes a deeper look into living-learning communities across the country and the impacts on living-learning communities have on campus. Taking into consideration the diversity of varying living-learning communities, three specific types were examined and their success was determined based on a national study called The National Study of Living-Learning Programs (2007). This report communicates the depth and necessity of living-learning communities in higher education for students, parents, and student affairs professionals.

While (big) data promises immense opportunity, initiatives focused on using data to pursue insight have mixed outcomes. The Management Support Systems (MSS) model summarises what we currently understand within Information Systems (IS) about the implementation and use of systems to improve organisations’ use of data. Adopting an ethnographic approach to observe how practitioners in two contrasting organisations actually generate insight from data, this research challenges the implicit information processing and implementation logics of the MMS model. The pragmatic messiness of pursuing insight is described in two monographs, which reveal the socially constructed nature of data in relation to phenomena, and the importance of data engagement to produce insight. Given that this PhD study also seeks to generate insight from data, it is compared and contrasted reflexively to the two cases observed. While the inquiry logic pursued in this study was made explicit, and was regularly reviewed and challenged, the two cases left this largely implicit. The use of tools is shown to facilitate and constrain inquiry, with related data acting as boundary objects between the different practitioner groups involved. An explanatory framework is presented and used to suggest various enhancements to the MSS model. First, the Problem Space is reframed to reflect the distinct, though interdependent logics involved in inquiry versus realising envisaged benefits from insights. Second, the MSS artefact itself is contextualised and Data Engagement rather than MSS or Tool Use is positioned as central. Third, Data are disentangled from the wider MSS artefact, as a critical, distinct construct. Fourth, an Alignment construct is introduced to address the boundary spanning nature of data initiatives. The thesis also highlights the value of using Wenger’s (1998) Communities of Practice (CoP) situated learning framework to study data initiatives, and the related value of mapping groups as a technique for further development. Some questions are provided for practitioners to gain a better understanding of data initiatives. Wider implications are also noted for the socio-material theorising of Data, and distinguishing between Data, Information and Knowledge concepts within the IS discipline.

O presente trabalho busca compreender o processo de consolidação da Escola Projeto Âncora, que declara se concretizar por meio de princípios democráticos. O objetivo é verificar se esta Escola pode ser classificada dentro do movimento das chamadas escolas democráticas. Para tanto, esta dissertação apresenta um breve percurso histórico sobre um movimento de renovação do ensino - a Escola Nova -, e as tendências pedagógicas progressistas, com ênfase às propostas democráticas. O estudo inclui as questões de autonomia escolar, territorialização das políticas educacionais e a temática da gestão escolar democrática. São abordados os princípios das escolas ditas democráticas, de modo a que sirvam de base para verificar se a práxis da escola estudada se fundamenta a partir de tais princípios. O corpo teórico se constitui das formulações de Paulo Freire e Vygotsky, abrindo espaço para que a Pedagogia e a Psicologia atuem juntas, no sentido de colaborar para a compreensão do processo de desenvolvimento e humanização do homem. Ambos entendem a educação como prática social e política, o que propõe fértil embasamento para o entendimento do fenômeno da democracia. Trata-se de uma pesquisa participante, de abordagem qualitativa. O trabalho de campo se constitui da análise documental e da observação participante. A observação em campo direciona-se ao modo como as relações são estabelecidas no contexto da participação democrática. As situações são descritas com vistas a compreender os processos e acontecimentos do cotidiano escolar, com o propósito de compreender a experiência prática da referida Escola. Os dados coletados mostram que a Escola em questão não se classifica - ela própria - dentro do movimento das escolas democráticas. Sua proposta é trabalhar de acordo com princípios democráticos, sobretudo promovendo o exercício da participação democrática como algo intimamente ligado à formação da consciência, para a vivência da democracia, incentivando a responsabilidade social. Seu propósito não é vivenciar a democracia em um espaço fechado - no interior de um prédio escolar -, e sim sair dos muros da entidade, ocupando os espaços da comunidade. Assim, vislumbra se consolidar enquanto Cidade Educadora, criando Comunidades de Aprendizagem. Esta finalidade tem vistas à promoção de condições que viabilizem a cidadania, a conscientização política, a socialização de informações, de espaço para discussões, gerando uma nova forma de pensar, uma nova cultura, o que faz das intenções educacionais desta Escola, o próprio processo de humanização, que considera não apenas a história existente, mas também uma história possível de ser construída. / The current paper intends to understand the consolidation process of Projeto Âncora School that states to accomplish its objectives based on democratic principles. It aims to verify whether this School can be classified along with the socalled democratic schools movement. Therefore, this dissertation introduces a short historical presentation about a movement of learning renewal the New Schools (a.k.a. Free Schools) -, and the progressive pedagogical trends, focusing on the democratic proposals. The study includes matters such as scholar autonomy, educational politics territorralization and the democratic school management subject. The socalled democratic schools principles are addressed in order to verify whether the studied school praxis is based on such principles. The theoretical body is placed by Paulo Freire and Vygotsky statements, giving room to Pedagogy and Psychology working together, as for the comprehension of the man development and humanization process. Both of them understand education as social and political practice, which proposes fertile basis for the understanding of the democracy phenomenon. It is a participative research, with a qualitative approach. The field work is based on the documental analysis and participative observation. The field observation focuses on how the relationships are established on the democratic participation context. Situations are described aiming to comprehend the scholar routine processes and happenings, intending to understand the practical experience of this School. Collected data show that the School does not classify itself as a democratic school, especially promoting the democratic participation practice as something closely related to the conscience formation for the democracy experience, motivating for the social responsibility. It does not aim to experience democracy inside a closed room, or in a scholar building, but to get out of the corporation, reaching the community spaces. In this manner, it conjectures to consolidate as a City that Educates, building Learning Communities. This objective intends to promote conditions that give room to citizenship, political awareness, information socialization, room for discussions, generating a new way of thinking, a new culture, which makes of this School educational intents the humanization process by itself, one that not only considers the existing history, but also a history that can be built.

Magister Artium (Social Work) - MA(SW) / A qualitative study was conducted to explore and describe the factors that hinder parent involvement in the High Five Life Skills Programme for at risk children. Parent involvement remains a challenging phenomenon, which affects not only the child, as an individual, but also the family in society. However, although parenting children is perceived to be an important responsibility, parents do not receive any formal training on how to be good parents. An explorative and descriptive research design was utilised. Data collection was done by means of semi-structured interviews and focus group discussions, with the parents/guardians and children in the High Five Life Skills Programme, as well as the teachers, who refer children to the programme. The method of non-probability sampling, employed in this study was purposive sampling. The sample was selected on the basis of the researcher’s own knowledge, as well as the purpose of the study. Data were analysed using the nine steps proposed by Creswell. The results highlighted six barriers that hindered parent involvement in the High Five Life Skills Programme, namely, Low self-esteem of parents/caregivers and children; Lack of communications between all relevant parties - caregivers, teachers and the facilitators of the High Five Life Skills programme; Lack of role models: Parents’ not being role models as their own negative behaviour hindered their involvement; Lack of an emotional bond between parents and children, coupled with absent fathers; Lack of parents’ parental skills and support networks; and the lack of resources and support with transport to and from meetings, as well as child care for younger siblings. The participants, especially the children, freely expressed themselves, and contributed to the results; thereby assisting the researcher to explore the barriers that hinder parent involvement in the High Five Life Skills Programme. It is anticipated that the results of this current study will form a basis for the High Five Life Skills Programme to develop strategies that respond to the needs of the parents and children involved in the programme.