Student-led Critical Friends Groups

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Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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Abstract

Improving student learning in schools round the world in the twenty-first century has become an origin that effectively every individual supports. One set about to advancing student learning is to advance the instructional perform of educators. At the heart of school reform is the expert development and learning of teachers. This has the utmost influence on advancing student performance.  Increasing student accomplishment through employee's development has been a dispute for numerous decades. 

Table of Contents

CHAPTER # 1 :  INTRODUCTION8

Introduction to the Problem8

Background of the Study8

Statement of the Problem10

Purpose of the Study11

Rationale of the Study12

Research Questions12

Significance of the Study13

Definitions of Terms14

Assumptions18

Limitations18

Organization of the Remaining Chapters of the Study19

CHAPTER # 2:  LITERATURE REVIEW21

Introduction21

Adult-Learning Theories22

Theoretical Frameworks Underpinning Professional Learning Communities25

Educational Reform Movements27

The Critical Friends Group (CFG) Initiative from Three Schools of Reform28

The Critical Friends Group Model32

Evaluating the Components of Critical Friends Groups40

CFG Model in Regard to Teaching Practice and Social Feedback40

CFG Model in Regard to Critical Examination of Student Work42

Keys to Successful Critical Friends Groups42

The Development of a Case-Study Design in Educational Research44

Summary44

CHAPTER # 3: METHODOLOGY46

Introduction46

Theoretical Framework: Initial Research Questions and Objectives47

Research Design Strategy47

Type, Underlying Assumptions, and Rationale for a Case-Study Design47

Characteristics of the Case-Study Design52

Case-Study Design in Educational Research52

The Development of Case-Study Design in Educational Research52

Data Collection Procedures, Including Researcher's Participation53

Surveys54

The Team Learning Survey (Dechant & Marsick, 1993) was utilised to assess teachers' grade of commitment in the learning methods as a group and an association, before and after the development of the Critical Friends Groups.  This review was checked for reliability and validity.54

Observations55

Interviews55

Document Review56

Researcher's Participation56

Ethical Issues, Such as Informed Consent, Privacy, Confidentiality, and Bias57

Data Analysis Procedures58

Validity and Reliability59

CHAPTER # 4: RESULTS & FINDINGS61

Research Questions62

Data Analysis62

Participants in the Study63

Research Question One64

Team Learning Survey64

Research Question Two67

The Beginning of the Journey67

Research Question Three68

Findings Relative to the Theory of Action68

CFG at ASU69

Summary71

CHAPTER 5.  RESULTS, DEDUCTIONS, AND RECOMMENDATIONS73

Introduction73

Summary of the Study74

Summary of Findings and Conclusion76

Recommendations80

Recommendations for Future Research80

Recommendation for Practice81

Implications83

REFERENCES84

Chapter # 1:  Introduction

 

Introduction to the Problem

Little change in educational performance happens as an outcome of expert development possibilities suggested in usual one-shot workshops.  Fine and Rack (1994) asserted that hearing to professionals and assisting in-service days occasionally does little to advance practice.  “In the 1970's, evaluations of employees development that concentrated on educating schemes and curriculum disclosed that as couple of as 10% of the participants applied what they had learned, rate of move was reduced even for those who had volunteered for the training” (Showers & Joyce, 1996, p. 24). At this time of expanded blame, alterations in school practices need new learning knowledge for ...