Transforming an Educational Community in Guatemala Using the Plan Do Study Act Cycle
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| Title: | Transforming an Educational Community in Guatemala Using the Plan Do Study Act Cycle |
|---|---|
| Language: | English |
| Authors: | Daniel, Mayra C. (ORCID |
| Source: | GIST Education and Learning Research Journal. Jul-Dec 2021 (23):151-168. |
| Availability: | Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Case Studies, Urban Areas, Low Income Groups, Faculty Development, Preschool Teachers, Kindergarten, Longitudinal Studies, Literacy Education, Family Involvement, Critical Thinking, Democracy, Foreign Countries, Neighborhoods, Educational Change, Community Needs, Needs Assessment, Teacher Attitudes |
| Geographic Terms: | Guatemala |
| ISSN: | 1692-5777 |
| Abstract: | This case study with educators from a school in an urban low socioeconomic neighborhood near Guatemala City, Guatemala, explored the effectiveness of the Plan, Do, Study, Act cycle (PDSA) to guide teachers' professional development at a Pre-K-K public school (Langley, 2009). This three-year study focused on developing teacher leaders and researchers through self-reflective accountability. Findings documented institutional problems requiring immediate and long-term attention and ways to involve families in extending literacy instruction at school to the home front. Study results highlight the need for effective and empowering literacy methods to be used in Guatemala and suggest the country's teachers wish to support students' critical thinking and create democratic classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1338307 |
| Database: | ERIC |
| Abstract: | This case study with educators from a school in an urban low socioeconomic neighborhood near Guatemala City, Guatemala, explored the effectiveness of the Plan, Do, Study, Act cycle (PDSA) to guide teachers' professional development at a Pre-K-K public school (Langley, 2009). This three-year study focused on developing teacher leaders and researchers through self-reflective accountability. Findings documented institutional problems requiring immediate and long-term attention and ways to involve families in extending literacy instruction at school to the home front. Study results highlight the need for effective and empowering literacy methods to be used in Guatemala and suggest the country's teachers wish to support students' critical thinking and create democratic classrooms. |
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| ISSN: | 1692-5777 |
