A Study of Challenges to Quality Professional Development in Selected School Districts in Eastern Missouri PDF Download
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Author: Theodore J. Huff
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 324
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Author: Theodore J. Huff
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 324
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Author: Clifford J. Carver
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 166
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Book Description
With the constraints under the No Child Left Behind Act, schools face the challenges of meeting extremely high standards with students. Recent research generally focuses on the role of professional development in school reform. Although a great deal has been written on the topic of professional development, the empirical literature on the topic is much less extensive. Few studies have actually documented its impact on student achievement. The purpose of this study was to determine the impact of systematic professional development on selected areas of student performance in selected Missouri school buildings. This research study was quantitative in nature and geared toward aiding school districts in making well-informed decisions regarding the impact of professional development on student achievement. This study examined four reform grants that required professional development. These grants included the Reading First Grant, "enhancing Missouri's Instructional Networked Teaching Strategies" (eMINTS), Comprehensive School Reform, and High Schools That Work. The Missouri Assessment Program and the American College Test scores were examined through univariate two-way analysis of variance of the differences in schools that participated in specific reform grants and those that did not participate. Achievement data gathered from all 524 Missouri school districts included the following: Missouri Assessment Program scores in third, seventh and eleventh grades in Communication Arts; third and seventh grades in Reading Proficiency; fourth, eighth and tenth grades in Mathematics, and the American College Test composite scores. Where initial significance was not found, an analysis of variance was used to study effects for the independent variables of enrollment, free and reduced lunch percentage and per pupil expenditure. The study found a number of significant interactions. A primary finding was the strong correlation between the Reading First grant and its impact on third grade Communication Arts and Reading Proficiency MAP scores. The results of this investigation have implications for all educators and school districts involved in professional development and reform. This research could assist educators in selecting reform models that require staff development programs that impact student achievement.
Author: Charles M. Stockton
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 636
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[Author abstract] A mixed-method research design was used to identify the components of professional development in two high achieving, high poverty K-12 Missouri public school districts, that most contributed to improved student achievement. A rigorous quantitative site selection process that incorporated five variables was developed and used. Seventy-eight percent of teachers at one district and 61% of teachers at the other district participated in an online survey that collected their perceptions on their district's professional development. Sixteen teachers at one district and 18 at the other district were purposively sampled and interviewed to develop a graphical model of their respective professional development process and to gain additional insight into their professional development processes that they perceived contributed to improved student achievement. Six conclusions were drawn from a combination of quantifiable data sources and the sum of teacher perceptions as systematically interpreted from all qualitative data sources. The study conclusions focused on (a) collaboration as a key professional development process, (b) leadership as an important element of effective professional development, (c) the relationship of professional development to student achievement, (d) the importance of technology and curriculum alignment, (e) evaluation as an essential element of improved teaching and learning, and (f) the continuous acquisition of new learning and skills development.
Author: Rick Breault
Publisher: Rowman & Littlefield Publishers
ISBN: 1442208414
Category : Education
Languages : en
Pages : 178
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Book Description
Professional Development Schools: Researching Lessons from the Field provides a comprehensive analysis of PDS research that can aid PDS stakeholders in designing and sustaining meaningful research in their partnerships. Breault and Breault used an extensive qualitative meta-synthesis to examine the research over the past 20 years. Their comprehensive review of 300 studies provides a.deep understanding of the challenges and potential within PDSs. The authors offer analysis regarding key elements of PDSs and highlight strong studies including a large-scale, multi-site study and studies using mixed methods and action research effectively. They also highlight exemplary studies showing how pilot studies are effective ways to research new partnerships, how theory can lead to greater abstraction, and how metaphor can clarify complex relationships. This book is an essential resource for all stakeholders involved in professional development schools.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564
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Author: Gordon Cawelti
Publisher: Editorial Projects in Education
ISBN:
Category : Education
Languages : en
Pages : 96
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Book Description
This ERS report, which spotlights research on successful school districts, provides districts with a road map to reach their destination of improved student achievement. Supporting School Improvement: Lessons from Districts Successfully Meeting the Challenge, presents the findings of four studies highlighting school districts--most high poverty and at risk--that have achieved academic progress. As the authors attest, "school districts can have a profound and positive impact on school improvement efforts." For improvement efforts to work, district-level leadership and support are critical, according to the report. The four studies focus on the key characteristics of successful district-level programs. The districts profiled in the report prove student success is indeed an achievable goal. In the wake of NCLB, this is a much-needed piece of good news for many districts that may be found to be ""low-performing.
Author: Ismat Abdal-Haqq
Publisher: Corwin
ISBN:
Category : Education
Languages : en
Pages : 104
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Book Description
Professional Development Schools offers a close-up, comprehensive look at the state of professional development schools in the United States today. The vision of an ideal professional development school (PDS) is drawn from the best-known P-12 practices and optimum sites for preparing novice teachers. This "ideal" PDS would continually generate, test, and refine new knowledge and organizational structures. Abdal-Haqq poses the following questions regarding whether the PDS is performing its intended role: Is the PDS improving the curriculum, instruction, and structure of P-12 schools through professional development of educators? and Is it making substantive, positive differences in students' learning levels? To find answers, the author examines substantial amounts of evidence from various sources: student interviews and follow-up studies with teacher education graduates; surveys with preservice teachers on attitudes, beliefs, and self-efficacy; and reviews in student journals. Abdal-Haqq also investigates the important questions of time and money. She explores the kinds of additional fiscal and human resources necessary to start up and sustain a PDS.
Author: Jennee M. Gregory
Publisher:
ISBN:
Category : Electronic Dissertations
Languages : en
Pages : 190
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Book Description
There is a lack of information reported about the processes and actions of leadership teams responsible for leading professional development in schools, specifically schools recognized for demonstrating high quality professional development. Recognizing the increased pressures associated with federal and state mandates linked to student achievement and teacher quality and the disconnect between what research has found to be effective professional development practices and what is being implemented in today's schools, there is a gap to be filled in terms of what allows schools to effectively reach adult and organizational learning. This "knowing-doing" gap (Pfeffer & Sutton, 2000) could be linked to schools not having a solid understanding of the leadership team's processes and actions involved in achieving exemplary status. This descriptive case study explores a rural Missouri school recognized for its implementation of a high-quality professional development program. Using a leadership team to plan for and support professional development learning experiences, this study examines whether or not this Missouri school's leadership team's processes and actions could be potential indicators which allow some schools to be able to bridge the gap between professional development actions and adult learning.
Author: Douglas Dale Hayter
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 224
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208
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