Year
2020
Season
Spring
Paper Type
Doctoral Dissertation
College
College of Education and Human Services
Degree Name
Doctor of Education in Educational Leadership (EdD)
Department
Leadership, School Counseling & Sport Management
NACO controlled Corporate Body
University of North Florida. Department of Leadership, School Counseling & Sports Management
First Advisor
Dr. Christopher Janson
Second Advisor
Dr. Diane Yendol-Hoppey
Third Advisor
Dr. Sophie Filibert
Fourth Advisor
Dr. Jeff Will
Department Chair
Dr. Lizz Gregg
College Dean
Dr. Diane Yendol-Hoppey
Abstract
ABSTRACT
In the mid-1980s, through the work of the Holmes Group (now the Holmes Partnership) and the National Network for Educational Renewal (NNER), the term “Professional Development School” emerged as a part of the nation’s educational discourse (Brindley, Field & Lessen, 2008). The success of these PDS have been widely reported within the literature presented. However, missing from our PDS literature are studies which focus on the formative implementation and progression of the partnerships as seen through the collective perspectives of PDS stakeholders. The purpose of this study was to develop and explore a participatory process for collecting, organizing and examining educator perspectives regarding the aspect most focused on by their professional development school partnerships, at the current PDS implementation stage. In order to answer the question “What are the shared educator perspectives that emerge through the InQuiry [sic] process, regarding the aspect of PDS partnership most focused on, by their professional development school partnerships, at its current stage of implementation?”, this dissertation research brought to the PDS literature a new methodology by utilizing Q methodology in the form of the InQuiry process. From the data examined, a total of 3 significant factors were identified. These factors represented the shared perspectives of the participants who participated in the study. Also, the participants overwhelmingly expressed that participating in the InQuiry process was helpful and useful for the development and implementation of their PDS partnership.
Suggested Citation
Wade, Catherine E., "Q Methodology as a Formative Tool for Facilitating Professional Development School Partnership Development" (2020). UNF Graduate Theses and Dissertations. 946.
https://digitalcommons.unf.edu/etd/946