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dc.contributor.advisorDempster, Neil
dc.contributor.authorIrwin, Elizabethen_US
dc.date.accessioned2018-01-23T02:23:53Z
dc.date.available2018-01-23T02:23:53Z
dc.date.issued2011en_US
dc.identifier.doi10.25904/1912/3285
dc.identifier.urihttp://hdl.handle.net/10072/365902
dc.description.abstractIn this self-study, my role as an external consultant in reframing a professional learning design at one school site is examined during the 6th year of the consultancy. Specifically, this research explores more deeply my role in developing and implementing a differentiated professional learning model, focused on building teacher ownership and choice. It builds on the history of the previous 5 years of the consultancy. The key question being examined is: How has my work, as an external math consultant in introducing a new differentiated professional learning model, impacted on teachers’ practice? Sub-questions include, (a) How did the participants respond to the changed professional learning design and why; (b) How has the implementation of the differentiated professional learning design influenced me in my growth as a consultant and why? In the self-study I employed a range of data sources so as to gain various perspectives from participants involved with the implementation of the differentiated professional learning design. These included semi-structured individual interviews with teachers before and after the implementation of the professional learning cycle, an interview with the Principal, a participant focus group interview mid-way through the cycle conducted by a critical friend, a substantive conversation with the critical friend, and reflective journal entries. The data were gathered and presented with narrative account methods to ascertain the teachers’, the Principal’s, and my own stories and multiple perspectives on experiences regarding the implementation of the reframed design. The theoretical framework of interrelated components of professional knowledge landscapes, reflective practice, and social and situated learning provide the basis for the analysis of the data.en_US
dc.languageEnglishen_US
dc.publisherGriffith Universityen_US
dc.publisher.placeBrisbaneen_US
dc.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.en_US
dc.subject.keywordsExternal consultant in educationen_US
dc.subject.keywordsEducational consultancyen_US
dc.subject.keywordsProfessional learningen_US
dc.titleReframing Educational Consultancy: A Self-Studyen_US
dc.typeGriffith thesisen_US
gro.facultyArts, Education and Lawen_US
gro.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
gro.hasfulltextFull Text
dc.contributor.otheradvisorSim, Cheryl
dc.rights.accessRightsPublicen_US
gro.identifier.gurtIDgu1340066502228en_US
gro.source.ADTshelfnoADT0en_US
gro.source.GURTshelfnoGURT1215en_US
gro.thesis.degreelevelThesis (Professional Doctorate)en_US
gro.thesis.degreeprogramDoctor of Education (EdD)en_US
gro.departmentSchool of Education and Professional Studiesen_US
gro.griffith.authorIrwin, Elizabeth


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