MASTER OF ARTS IN EDUCATION
DISSERTATIONS
Professional Development
How effective
are really the various forms of
professional development?
COMPLETED DISSERTATIONS
Elaine Lam
Elaine Lam;
Bachelor of Psychology
Perception of Novice Teachers on professional support in IB World Schools
With the rising entry of fresh graduates and novice teachers into the education industry, ensuring that the new teachers are well supported is crucial to promote the school’s stability and students’ wellbeing and to improve the quality of education the school provides. However, to what extend that the support measures provided are effective for these novice teachers who are more vulnerable and susceptible to burn out and attrition? The present study aimed to shed some light into this area looking into the context of IB World Schools in the Asian region.
Through the insights gathered from the relevant literature reviews and data collected through focus group and individual interviews, findings were interpreted and explained. It was concluded that the induction programme, mentoring system and school’s environment were found to be successful indicators to support the development and smooth transition of novice teachers into the education field. Alternatively, it was found that basic information and procedures need to be further made clear to this group. Further recommendations highlighted the need to continuously looking from the perspective of the novice teachers as a better predictor of their changing needs, as perspective drives interpretations that leads to action.
Teachers' perceptions of the effectiveness of CPD in becoming an IB teacher
The purpose of this study was to gather data regarding teachers’ perception about continuous professional development (CPD) and identify how CPD aids in enhancing their teaching and learning in the Middle Years Programme (MYP) in my school which is an IB world school. This study also aimed to identify which aspects of the CPD proved most effective and their perception regarding the implementation and monitoring of the CPD’s conducted in this school. Data were collected using questionnaires and interview methods and this involved the MYP teachers, coordinators and assistant coordinators.
The project recommends that the school should look at teacher professional development as teachers’ development of knowledge and skills. Workshops on differentiation, Thinking skills, Learner profiles, Concept based learning, collaborative planning, classroom management, Approaches to learning and types of assessment have made them better teachers in the MYP and thus these workshops needs reinforcement and should be conducted more than once. To make the CPD’s more effective the school should adopt a differentiated approach instead of conducting a similar workshop for all teachers. When it comes to the implementation, the objectives must be clear and the monitoring needs to be more effective and the follow up must be tighter.
Gomathi d/o N Kulathu Ramaiyer;
MBA, BSc Computing
Valerynne Yann Lyn Chang;
Bachelor of Business Administration (International Business)
Implementation and perceived effectiveness of Professional Learning Community (PLC) in an International Baccalaureate (IB) World School
The purpose of this study was to examine the level of implementation and teachers’ perceived effectiveness of PLCs in an International Baccalaureate (IB) World School. This study also described teachers’ recommendations to enrich their PLC experience and discussed identified hindrances to the implementation of PLCs. The objectives of the study were achieved using a four-page, three-part researcher developed, mixed-method survey design to record both quantitative data (Likert scale) and qualitative data (open-ended questions), to capture the essence of each participant’s belief on the level of implementation and perceived effectiveness of PLCs, based on the characteristics listed by Hord (1997, 2003). Inputs from approximately 60% of the population were represented in this study. The overall results indicated that the school environments were perceived by teachers to reflect the characteristics of a PLC, most evidently demonstrated in collective learning and application; least evidently shown in terms of supportive conditions. Time constraint was viewed as the greatest challenge to implementing PLCs effectively. Other suggestions to enhance the PLC experience included collapsing teaching periods to allow a more comfortable time slots for PLCs to take place and taking actions to align vision and reinforce purpose of PLC activities for better participation and more fruitful discussions.
Gursharan Kaur D/O Ranjit Singh;
B.Ed (Hons) in Language and Literature
ONGOING DISSERTATION RESEARCH
The impact of collaborative inquiry based professional learning communities on IB World School
PYP teachers’ perspective on the impact of Professional Development on teaching practice
Data Literacy amongst teachers in an Malaysian IB World School
Feedback FOR learning in the Middle Years Programme: Continuing Professional Development
An exploration of differentiated continuous professional development
To view completed and ongoing dissertation research projects within these topics, click on the questions below.
