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dc.contributor.advisorMatthew, Kathryn
dc.creatorHobbs, Shandar Nicole Armstrong
dc.date.accessioned2017-09-18T18:52:48Z
dc.date.available2017-09-18T18:52:48Z
dc.date.created2017-08
dc.date.issued2017-08-14
dc.date.submittedAugust 2017
dc.identifier.urihttp://hdl.handle.net/10657.1/661
dc.description.abstractThe practice of using teacher leaders to support and develop teachers from within the educational organization is gaining support from research. The Trainer of Trainers (TOT) model of professional development is one practice used to develop educators. This study focused on the perceptions of teacher leaders within the TOT model. Teachers’ perceptions were studied regarding professional development received from teacher leaders as a result of two TOT learning opportunities. Student interviews offered insight into the transference of strategies from the TOT to classroom practice. Qualitative research was conducted through interviews, observations, reflections, and professional development artifacts. Findings support the use of Adult Learning Theory practices during TOT opportunities. Teacher leaders and teachers prefer professional development opportunities in small, manageable chunks which allows time to absorb material, practice within the classroom, and receive feedback regarding implementation of new instructional practices.  
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subject.lcshTeachers, Attitudes
dc.subject.lcshTeacher effectiveness
dc.subject.lcshEducational leadership
dc.titleAn examination of teacher leader' and teachers' perceptions of the Trainer of Trainer model of professional development
dc.typeDissertation
dc.date.updated2017-09-18T18:52:49Z
thesis.degree.grantorUniversity of Houston - Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education
dc.contributor.committeeMemberMcEnery, Lillian
dc.contributor.committeeMemberRaymond, Roberta
dc.contributor.committeeMemberHarrell, Scott
dc.type.materialtext
dc.creator.orcid0000-0003-2497-7767


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