Transforming an Educational Community in Guatemala Using the Plan Do Study Act Cycle

Authors

DOI:

https://doi.org/10.26817/16925777.1053

Keywords:

Plan Do Study, Act Cycle, School Improvement, Guatemalan Education, Teachers as leaders

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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Author Biographies

Mayra C Daniel, Northern Illinois University, USA

is Professor Emerita at Northern Illinois University, De Kalb, IL, United States. Her research focuses on the preparation of culturally sensitive educators in the United States and Latin America. 

Teresa Wasonga, Northern Illinois University, USA

is Professor at Northern Illinois University in the Department of Educational Leadership, Psychology, and Foundations, De Kalb, IL, United States. She is the founder of a secondary school for girls from poor rural areas in Kenya

Ximena Burgin, Northern Illinois University, USA

is an Assistant Professor at Northern Illinois University, De Kalb, IL, United States. Her research relates to the role of multiculturalism in classroom instruction and evaluation.

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Published

2021-12-17

How to Cite

Daniel, M. C., Wasonga, T. ., & Burgin, X. (2021). Transforming an Educational Community in Guatemala Using the Plan Do Study Act Cycle. GIST – Education and Learning Research Journal, 23, 151–168. https://doi.org/10.26817/16925777.1053