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Title: Contextualizing learning walks : a continuous professional development tool for improving teacher practice at a Lebanese private school
Authors: Malaeb, Rola
Advisors: Salloum, Sara 
Nicolas, Maureen O'Day 
Keywords: Professional development, Learning Walks, professional learning communities, communities of practice, follow up, feedback
Subjects: Professional development for teachers
Teachers--Lebanon--Case studies
Educational technology
University of Balamand--Dissertations
Dissertations, Academic
Issue Date: 2022
This case study explored the perceptions of teachers and administrators on the effectiveness of Learning Walks for improving teachers’ practice in a Lebanese private school. Teachers’ questionnaires, administrators’ questionnaires, and semi-structured interviews were conducted with administrators and teachers. Teachers and administrators from all grade levels were invited to participate in the specially designed surveys. The findings to emerge from the study include that Learning Walks lead to improvement of teacher practice and to the establishment of student-centered learning environments. The data also revealed that Learning Walks provide support and visibility, as well as collegiality between administrators and teachers by establishing relationships built on trust. Finally, the research revealed the importance of coaching and the resulting feedback for teachers’ professional development.
Includes bibliographical references (p. 104-118)
Rights: This object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the personal and educational use exceptions must be obtained from the copyright holder
Ezproxy URL: Link to full text
Type: Thesis
Appears in Collections:UOB Theses and Projects

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