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Author: Tamora LaShawn Jackson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Abstract The purpose of this research was to explore the relationship between professional development and student achievement by addressing three major standards of professional learning: content, process, and context. This study included 276 teachers from 28 middle schools. Data from this study was gathered using the Standards Assessment Inventory (SAI) survey instrument designed by the Southwest Educational Development Laboratory (SEDL) and publicly available achievement data from the Tennessee Comprehensive Assessment Program (TCAP), a criterion-referenced achievement test. The Standards Assessment Inventory (SAI) was used to examine teachers' perceptions of professional development at the school level. The overall purpose of this study was to collect, analyze, and use existing data to answer the following research question: Based on the National Staff Development Council (NSDC) professional learning standards, is there a positive correlation between teachers' perception of professional development at a school-based level and student achievement? The following sub-questions guided this research: (1) Is there a relationship between the "context" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores? (2) Is there a relationship between the "process" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores? (3) Is there a relationship between the "content" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores?Data for this research was analyzed using statistical computational methods. The results from the data analysis determined that there were several positive significant relationships between the National Staff Development Council standards of professional learning and student achievement.
Author: Tamora LaShawn Jackson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Abstract The purpose of this research was to explore the relationship between professional development and student achievement by addressing three major standards of professional learning: content, process, and context. This study included 276 teachers from 28 middle schools. Data from this study was gathered using the Standards Assessment Inventory (SAI) survey instrument designed by the Southwest Educational Development Laboratory (SEDL) and publicly available achievement data from the Tennessee Comprehensive Assessment Program (TCAP), a criterion-referenced achievement test. The Standards Assessment Inventory (SAI) was used to examine teachers' perceptions of professional development at the school level. The overall purpose of this study was to collect, analyze, and use existing data to answer the following research question: Based on the National Staff Development Council (NSDC) professional learning standards, is there a positive correlation between teachers' perception of professional development at a school-based level and student achievement? The following sub-questions guided this research: (1) Is there a relationship between the "context" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores? (2) Is there a relationship between the "process" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores? (3) Is there a relationship between the "content" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores?Data for this research was analyzed using statistical computational methods. The results from the data analysis determined that there were several positive significant relationships between the National Staff Development Council standards of professional learning and student achievement.
Author: Marsha Speck
Publisher: Corwin Press
ISBN: 1483304221
Category : Education
Languages : en
Pages : 185
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Book Description
"In Why Can′t We Get It Right? Second Edition, Marsha Speck and Caroll Knipe provide a thorough overview of what is known about the nature of professional development that produces high levels of learning and performance for teachers and their students. They admirably achieve their goal of showing how well-designed professional development with a clear focus on improved student learning can make a difference in teaching and student success." —From the Foreword by Dennis Sparks, Executive Director National Staff Development Council How can we use professional development to provide the best teaching and learning opportunities for all students? To increase student achievement and prepare all students to meet standards, educators must be well prepared. Teachers who know their content and strategies can open a virtual toolbox and take out what they need to help all students become successful. This thoroughly revised and updated edition of Why Can′t We Get It Right? explains how educational leaders can design, deliver, and evaluate collaborative standards-based professional development. In this unique and indispensable guide, Marsha Speck and Caroll Knipe provide professional development designs, challenging teachers to make a difference for students and resulting in dramatically improved schools. This excellent resource contains: Essential questions about high-quality professional development Information on creating the culture for a learning community Conditions and processes for professional development Suggestions on designing your own model Tools for evaluating and rethinking professional development and learning Strategies for deepening a leader′s impact on a standards-based system If we are to improve learning and achievement in our schools, we must also nourish the growth of educators and foster a learner-centered environment!
Author: Starla J. Sieveke-Pearson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 448
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Book Description
Author: Linda E. Martin
Publisher: Guilford Publications
ISBN: 1462524974
Category : Education
Languages : en
Pages : 593
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Book Description
This comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards. Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.
Author: Geoffrey Caine
Publisher: ASCD
ISBN: 1416610898
Category : Education
Languages : en
Pages : 219
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Book Description
-How to create a field of listening.
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Postsecondary Education, Training, and Life-long Learning
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 154
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Book Description
Author: Elizabeth A. Dalton
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 140
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Book Description
This study was based on convergence of two educational theories: 1) that professional development improves teacher quality and instructional practices and therefore positively affects student achievement and 2) allocation of school resources positively affects student achievement. It is a common educational belief that professional development activities influence teacher quality through increased content knowledge and instructional skills. It is assumed that once teachers incorporate new teaching skills, students will be more engaged in learning, and student achievement will increase. Recent research on professional development effectiveness provided little empirical evidence of professional development effectiveness (Guskey & Yoon, 2009). This study extended professional development effectiveness and resource allocation theories to professional development expenditures and student achievement. The research question was: What is the relationship between professional development expenditures and student achievement? This study collected and analyzed professional development expenditures and student achievement data for 2007 for middle and high schools (N=426, N=1234 respectively) in Texas. A partial correlation, controlling for socioeconomic status and English proficiency, revealed that there is no relationship between professional development expenditures and 8th grade student achievement in language arts, mathematics, social studies, and science. High school results revealed small, but negative relationships between professional development expenditures and student achievement in English, mathematics, and science. Consequently, the study concluded that expenditures for professional development are not yielding positive returns in the student achievement domain.
Author: Susan Loucks-Horsley
Publisher: Corwin Press
ISBN: 1452208298
Category : Education
Languages : en
Pages : 425
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Book Description
The classic guide for designing robust science and mathematics professional development programs! This expanded edition of one of the most widely cited resources in the field of professional development for mathematics and science educators demonstrates how to design professional development experiences for teachers that lead to improved student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects recent research on PD design, underscores how beliefs and local factors can influence PD design, illustrates a wide range of PD strategies, and emphasizes the importance of: Continuous program monitoring Combining strategies to address diverse needs Building cultures that sustain learning
Author: Laura Hoefling
Publisher:
ISBN:
Category : Electronic research papers
Languages : en
Pages : 23
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Book Description
Professional development for educators is a yearly process that is created by districts in an effort to improve student achievement. This a comparative study that examines faculty member's opinions on the effectiveness of professional development and how that impacts student data. The study compares data of a northwestern school district between the years of 2009-2013 to analyze how student performance progressed while researched based professional development was being implemented. The findings of this study suggest that this Northwest Missouri school district is working to create high quality professional development that relates to School Improvement plans and helps both students and teachers be successful. Future research should focus on the impact of specific professional development and find what programs have the greatest impact on student learning and instructional strategies.
Author: Marsha Speck
Publisher: Corwin Press
ISBN: 1452212732
Category : Education
Languages : en
Pages : 185
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Book Description
How can we use professional development to provide the best teaching and learning opportunities for all students? Teachers who know their content and strategies can open a virtual toolbox and take out what they need to help all students become successful. This revised and updated edition explains how educational leaders can design, deliver, and evaluate collaborative standards-based professional development, and contains: Essential questions about high-quality professional development Information on creating the culture for a learning community Conditions and processes for professional development Suggestions on designing your own model Tools for evaluating and rethinking professional development and learning Strategies for deepening a leader’s impact on a standards-based system
