Situated cognition in implementation : what teacher professional development looks like from a socio-psychological perspective

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dc.contributor.advisorSchallert, Diane L.en
dc.contributor.committeeMemberBarufaldi, James Pen
dc.creatorWarner, Jayce Richarden
dc.creator.orcid0000-0002-9382-5516en
dc.date.accessioned2015-11-06T20:19:01Zen
dc.date.accessioned2018-01-22T22:28:57Z
dc.date.available2015-11-06T20:19:01Zen
dc.date.available2018-01-22T22:28:57Z
dc.date.issued2015-05en
dc.date.submittedMay 2015en
dc.date.updated2015-11-06T20:19:01Zen
dc.descriptiontexten
dc.description.abstractMuch has been documented regarding the characteristics of effective professional development, but there is a conspicuous lack of research that attends to the ways that situational factors influence its implementation. Identifying and interpreting these factors can have important implications for designers and evaluators of professional development programs, especially if we are to understand knowledge construction as being culturally mediated, agentic, and situated within local contexts. This study seeks to uncover the social and psychological factors that mediate the way local actors implement professional development by analyzing how facilitators and teachers enact a large-scale professional development program in the absence of strict fidelity expectations.en
dc.description.departmentEducational Psychologyen
dc.format.mimetypeapplication/pdfen
dc.identifierdoi:10.15781/T2QW6Ten
dc.identifier.urihttp://hdl.handle.net/2152/32296en
dc.language.isoenen
dc.subjectProfessional developmenten
dc.subjectTeachersen
dc.subjectSituated cognitionen
dc.subjectImplementationen
dc.titleSituated cognition in implementation : what teacher professional development looks like from a socio-psychological perspectiveen
dc.typeThesisen

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