Nell E. Ballard-Jones, Ph.D. is a 2021 graduate of the PHD Program in Leadership and Change at Antioch University.
Nell E. Ballard-Jones at her Dissertation Defense.
From L-R: Dr.Leann Kaiser, Committee Member, Dr. J. Beth Mabry, Committee Chair, Dr. Jon Wergin, Committee Member.
- Jon Wergin, Ph.D., Committee Chair
- J. Beth Mabry, Ph.D., Committee Member
- Leann Kaiser Ph.D., Committee Member
narrative inquiry, critical competencies, soft skills, adult learning, transfer of learning/training, teachers, decision making, professional development, thematic analysis, leadership
School districts spend millions of dollars each year to provide training and learning to staff working in direct and indirect service to students (National Council on Teacher Quality, 2021). This financial commitment says nothing about what is even more important: the need for school employees and the systems in which we work to serve students more effectively. Despite vast allocations of time and money and presumably best intentions for better social and academic outcomes for students, very little data exist that reflect regular transfer and application of training/learning into professional practice (Nittler et al., 2015). By and large, schools and school systems look the same today as they did 50+ years ago despite the fact that the world looks very different and so much more is known about the cognitive process and contextual contributors involved in erudition development. Teacher application of critical competencies such as cultural responsiveness, trauma informed practices, social emotional learning and basic neuroscience in the ways they conceptualize and implement instructional practices may not be easily apparent during casual observation, yet they are inextricably linked to positive academic and social outcomes for students, thus imperative to effective professional practice. This study investigates the ways in which professional educators make decisions about the transfer and application of professional learning centered on critical competencies (soft skills) in their daily work. Narrative Inquiry (NI) provided the methodological frame for this exploratory study that through thematic analysis surfaced five key factors influencing learning transfer: Instructor/Presenter/Facilitator; Connection to Lived Experience; Relevance to Job Assignment; Alignment with Self-Identity; and COVID–19. This dissertation is available in open access at AURA (https://aura.antioch.edu ) and OhioLINK ETD Center (https://etd.ohiolink.edu).
Ballard-Jones, N. E. (2021). When Knowing is not enough: A Narrative Exploration of How K-12 Teachers Make Decisions about the Transfer of Critical Competencies from Professional Learning to Daily Practice. https://aura.antioch.edu/etds/748
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