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Title
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Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning
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Abstract/Description
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The current dissertation is an examination of the micro and macro-level processes teachers engage through the course of professional learning. In this research I sought to understand the ways in which teachers used Plan-Do-Study-Act cycles as a tool to support their learning in the context of a school-wide literacy improvement effort. In this three-study dissertation, I draw on data collected over the course of two academic years, beginning in 2013. I approach this research from a participatory design lens to investigate teachers’ collaborative learning opportunities in practice-driven design work and examine the use of PDSA cycles as a tool for improvement. I explore the use PDSAs to support the iterative refinement of instructional practices in the context of localized design work.
I begin the dissertation with an examination of a group of science teachers who sought to improve science literacy over the course of the 2013-2014 school year. In the second study I investigate the use of PDSAs through the documentation practices of a group of second and third grade dual language teachers over the 2014-2015 school year. In my third investigation I return to the science team, this time with a focused examination on teacher learning for two of the science teachers. Here my goal was to understand how PDSAs contributed, or constrained, their broader conceptions of science learning.
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Date
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2017
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Publisher
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UCLA
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Language
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en
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Open access/full-text available
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en
Yes
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Peer reviewed
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en
No
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Citation
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Lozano, M. (2017). Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning [Ph.D., UCLA]. https://escholarship.org/uc/item/3mn1j51b
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Type
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Ph.D.
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