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Teachers Perceptions Of The Effectiveness Of A School Based Staff Development Program
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Book Synopsis Teachers' Perceptions of the Effectiveness of a School-based Staff Development Program by : Gayle Poland Frame
Download or read book Teachers' Perceptions of the Effectiveness of a School-based Staff Development Program written by Gayle Poland Frame and published by . This book was released on 1989 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perception of Effective Staff Development by : Elizabeth Lynettia Fish
Download or read book Teachers' Perception of Effective Staff Development written by Elizabeth Lynettia Fish and published by . This book was released on 1996 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study. The purposes of this study were to determine opinions about and perceptions of the characteristics, conditions, and actions which have been suggested in current research as being essential to developing and delivering effective staff development programs to determine how these characteristics compare to staff development programs in practice, to determine how Missouri Excellence in Education Act funds have been used, and to determine the effects of such use. Methods. The survey sample consisted of 197 districts. Survey instruments collected four types of data: (1) demographic information, (2) respondent perceptions about characteristics of effective staff development programs and about those characteristics in practice, (3) respondent perceptions of the impact of staff development within their districts, and (4) about how SB 380 funds have been spent. Teachers rated research based characteristics of effective staff development programs and their perceptions of the extent to which those characteristics were being provided, as well as, their perceptions of the importance of using various strategies during staff development activities. Open ended questions were used to collect information about teachers' perceptions of the benefits of the new funds provided by SB 380 to their districts. Telephone interviews were conducted with selected teachers to ascertain outside characteristics that may have influenced their perceptions of the benefits of the district's staff development program. Findings. There were conflicting opinions as to the success of staff development. Most of SB 380 funds were spent for attendance of workshops and conferences. While most teachers felt they were not being provided the type of staff development they perceived as being effective, they felt positive about certain aspects of staff development: they were allowed input in the planning of staff development; stronger programs and new concepts were provided; they were allowed to attend conferences outside the district as well as within the district; and workshops were being scheduled on various levels, instead of trying to cover all levels in a single workshop.
Book Synopsis Design Principles for Teaching Effective Writing by : Raquel Fidalgo Redondo
Download or read book Design Principles for Teaching Effective Writing written by Raquel Fidalgo Redondo and published by BRILL. This book was released on 2017-11-20 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume aims to analyze validated intervention programs focused on: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects/skills.
Book Synopsis Teacher Perceptions of Effects of Professional Development on Teaching Practice and Student Learning by : Imelda R. Castaňeda
Download or read book Teacher Perceptions of Effects of Professional Development on Teaching Practice and Student Learning written by Imelda R. Castaňeda and published by . This book was released on 2002 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to test whether multidimensional professional development programs are preferable to a traditional one, which, typically, consists of taking a graduate course. It compared teachers' perceptions about the effects of three programs for professional development on their teaching practice and student performance. Two of the programs, the Arts Integration Program and Job Shadowing Institute, were multidimensional models of professional development. The third was Technology Training, a traditional model of professional development. The purpose of the study was to contribute to the body of knowledge about teachers' perceptions of the effect of professional development on their teaching practice and their students' learning. The study included elementary, middle, and high school teachers as participants and survey respondents. It spanned three years. Descriptive data were collected to provide an accurate description of the three programs. Participant observations of professional development sessions, informal and formal interviews of teachers, administrators, and facilitators were among the data collection tools used during the first two years of the study to provide a detailed description of the actual programs. The main focus of the study was a survey of participants' perceptions of the effect of professional development on their teaching and their students' learning. Survey results indicated that teachers perceived that professional development could be most effective for improving their teaching practice and student learning when the professional development programs are intentional, on going, and systemic. The non-traditional, multidimensional professional development was found to be more effective than the traditional model. However, the results of the study also indicated that even a traditional model of professional development was perceived as having an impact on students' learning when applications were made to curricular content and when there was support for further training. Based on these findings, a model or 'scaffold' towards effective professional development was conceptualized using constructs and characteristics that might influence teaching practice and student learning. Results are discussed in the light of the limitations of the study, implications for education, and suggestions for future research.
Book Synopsis An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided Through a School-based Mental Health Program by : Nyah Donnielle Hamlett
Download or read book An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided Through a School-based Mental Health Program written by Nyah Donnielle Hamlett and published by . This book was released on 2019 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are profound implications for students who suffer from mental illness, have unmet social emotional needs, and those who are being taught by ill-prepared teachers with little self-confidence in their ability to adequately address student needs. Teachers spend a significant amount of time with students who experience social and emotional challenges which requires relevant high quality professional development to learn how to recognize possible student mental health issues and to collaborate with internal and external partners to address these issues. This study employed Stufflebeam's Context, Input, Process, and Product (CIPP) Program Evaluation model to determine the context, input, process, and product of a social emotional support services (SESS) program. A mixed methods design was used to conduct the evaluation to determine the value, worth, and merit of the program for educators and school districts who understand that a narrow focus on academic achievement is no longer adequate for all students to succeed in and out of school. In order to determine the value of the program, participating teachers were asked to respond to survey evaluation questions through the use of the Teachers' Sense of Self Efficacy Scale (TSES). The TSES (Appendix A) is a reliable and valid instrument that is designed to determine what creates the most difficulty for teachers in the areas of student engagement, instructional practices and classroom management. Additionally, teachers were asked to respond to questions that provided information regarding their teaching demographics (i.e., years of experience, level of instruction, etc.), implementation of learned skills, and unique success stories and challenges they have faced. Data analysis was conducted to identify differences between respondent demographics and actual survey questions. Although significant gaps were not revealed, relevant findings and recommendations were able to be made.
Book Synopsis Staff Development by : Sally J. Zepeda
Download or read book Staff Development written by Sally J. Zepeda and published by Eye On Education. This book was released on 1999 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the role of the school principal in instructional improvement and staff development. Included are discussions of job-embedded learning, models of staff development, and action research.
Book Synopsis Staff Development for School Improvement by : Marvin Wideen
Download or read book Staff Development for School Improvement written by Marvin Wideen and published by London ; New York : Falmer Press. This book was released on 1987 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Case Study on Teachers' Perception of School-Based Staff Development Activities by : Chuen-Chip Ip
Download or read book A Case Study on Teachers' Perception of School-Based Staff Development Activities written by Chuen-Chip Ip and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers’ Perceptions of Their Literacy Professional Development by : Patrick Suber
Download or read book Teachers’ Perceptions of Their Literacy Professional Development written by Patrick Suber and published by AuthorHouse. This book was released on 2021-02-17 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).
Book Synopsis Teacher and Student Perceptions of the Effectiveness of a Professional Development Program by : Richard D. Jackson
Download or read book Teacher and Student Perceptions of the Effectiveness of a Professional Development Program written by Richard D. Jackson and published by . This book was released on 1979 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Case Study Exploring Teachers' Perceptions of the Effectiveness of Professional Development on Their Implementation of Culturally Responsive Pedagogy, Self-efficacy, and Student Outcomes by : Cala M. Allison
Download or read book A Case Study Exploring Teachers' Perceptions of the Effectiveness of Professional Development on Their Implementation of Culturally Responsive Pedagogy, Self-efficacy, and Student Outcomes written by Cala M. Allison and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative single case study was to explore teachers’ perceptions of the effectiveness of the professional development program on their implementation of culturally responsive pedagogy, self-efficacy, and student outcomes at Wyatt Elementary School. The theories guiding this study were Bandura’s self-efficacy theory and the culturally responsive pedagogy framework. Combining these theoretical frameworks contributed to understanding how teachers internalize and implement culturally responsive pedagogy based on the knowledge obtained during professional development. This study utilized a single case study design to examine teachers’ perceptions at Wyatt Elementary School (pseudonym), an urban family school in the Mid-Atlantic United States. Data were obtained from interviews, focus groups, and document analysis. The data were analyzed using Yin’s five-phase approach to identify the prominent themes and develop a detailed case description. After data analysis, three themes emerged: (a) inefficacious professional development, (b) shared responsibility for cultural competency, and (c) multiple contributing factors to self-efficacy.
Book Synopsis Teachers' Perceptions of Effective Science, Technology, and Mathematics Professional Development and Changes in Classroom Practices by : Anna Christine Boriack
Download or read book Teachers' Perceptions of Effective Science, Technology, and Mathematics Professional Development and Changes in Classroom Practices written by Anna Christine Boriack and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine teachers' perceptions of professional development and changes in classroom practice. A proposed conceptual framework for effective professional development that results in changes in classroom practices was developed. Data from two programs that provided professional development to teachers in the areas of technology, mathematics, and science was used to inform the conceptual framework. These two programs were Target Technology in Texas (T3) and Mathematics, Science, and Technology Teacher Preparation Academies (MSTTPA). This dissertation used a multiple article format to explore each program separately, yet the proposed conceptual framework allowed for comparisons to be made between the two programs. The first study investigated teachers' perceptions of technology-related professional development after their districts had received a T3 grant. An online survey was administrated to all teachers to determine their perceptions of technology-related professional development along with technology self-efficacy. Classroom observations were conducted to determine if teachers were implementing technology. The results indicated that teachers did not perceive professional development as being effective and were not implementing technology in their classrooms. Teachers did have high technology self-efficacy and perceived adequate school support, which implies that effective professional development may be a large factor in whether or not teachers implement technology in their classrooms. The second study evaluated participants' perceptions of the effectiveness of mathematics and science professional development offered through a MSTTP academy. Current and former participants completed an online survey which measured their perceptions of academy activities and school environment. Participants also self-reported classroom implementation of technology. Interviews and open-ended survey questions were used to provide further insight into academy activities. The results indicated that academy participants perceived effective academy activities along with a supportive school environment. Additionally, participants reported sometimes implementing technology in their classrooms. These findings suggest that several factors might influence the successful classroom implementation of professional development. The data which supports the conceptual framework shows that effective professional development may play a key role in successful classroom implementation. Future professional development activities should be designed around characteristics for effective professional development to increase the likelihood that classroom implementation might occur. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/149442
Book Synopsis Teachers' and Administrators' Perceptions of Effective Professional Development by : Robert L. Walker
Download or read book Teachers' and Administrators' Perceptions of Effective Professional Development written by Robert L. Walker and published by . This book was released on 2012 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The need for systemic academic improvements may significantly impact the way professional development is perceived and practiced in high schools today. The purpose of the present qualitative case study was to examine the perceptions of teachers and administrators in five high schools in south central Pennsylvania regarding staff development. This study examined how novice and veteran teachers and administrators perceived the (a) context, (b) process, and (c) content vital to the process of staff development. Furthermore, this study sought to find the interconnectedness between the current body of research and the perceptions of novice and veteran administrators as well as novice and veteran teachers regarding the impact of collaborative professional learning experiences in order to improve professional practice. Finally, this study investigated the perceived change in classroom practice as a result of implementing new practices gained from professional development experiences. These perceptions were gathered through (a) surveys, (b) interviews, and (c) group interviews. This study used five suburban high schools in two counties in South Central Pennsylvania. The most prevalent themes that established a connection to change in teacher behavior as a result of professional development activities identified in this study were (a) collaboration with other teachers, (b) personal value, (c) limited objectives, and (d) connections to evaluation. This study could serve school districts as a resource to evaluate and improve current professional development systems within their schools with intent of improving the efficiency and effectiveness professional development activities.
Book Synopsis Understanding Teachers' Perceptions of Academic Coaching Quality in an On-Site Professional Development Program by : Phillip Wood
Download or read book Understanding Teachers' Perceptions of Academic Coaching Quality in an On-Site Professional Development Program written by Phillip Wood and published by . This book was released on 2013 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Quality teacher training and continued learning is essential to providing the high quality education that yields adequate levels of student success. Though called by many different names, academic coaches appear to be the answer to the continuing problem of creating a positive learning environment that meets the challenges of educating students with varying abilities and needs. Driven by the analysis of student performance data, academic coaches train teachers in the best instructional practices and build teacher content knowledge to support improved student learning. Additionally, academic coaches offer support during the implementation of content learned through staff development. This study utilized the APS teacher perceptions survey, along with a survey of principals regarding how they utilized coaches in their schools, to determine if the method of coach usage at the schools influenced teachers' perceptions of the three dependent variables-teacher perception of coaching effectiveness, teacher perception of the school personnel-academic coaching affiliation, and teacher perception of overall coaching quality. The quantitative data analysis involved using ANOVA to detect if there were any differences between the groups of teachers on how they viewed academic coaching, then using Tukey's post hoc test to determine which groups differed specifically. The results indicated that the manner in which academic coaches are used in 3 elementary schools do influence teacher perceptions of academic coaching, but explain only a small amount of the variance between the teacher groups.
Book Synopsis Staff Development by : Sarah DeJarnette Caldwell
Download or read book Staff Development written by Sarah DeJarnette Caldwell and published by . This book was released on 1989 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Powerful Writing Strategies for All Students by : Karen R. Harris
Download or read book Powerful Writing Strategies for All Students written by Karen R. Harris and published by Brookes Publishing Company. This book was released on 2008 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt: Highly-effective, field-tested lesson plans that will help transform struggling elementary and middle school students into skilled writers
Book Synopsis Effective Staff Development for School Change by : William T. Pink
Download or read book Effective Staff Development for School Change written by William T. Pink and published by Greenwood. This book was released on 1992 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Any conception of staff development emerges from an understanding of teaching, schooling, and education. The way people define and think about staff development will be influenced inevitably by their philosophy of education: their values, beliefs, and their taken-forgranted assumptions about what is and what ought to be. Clearly, education theories, interpretations of research, and experiential considerations impinge on educators' ideas and actions. Thus, these three broad frameworks must be illuminated in order to examine staff development. This work explores these three major sources of conceptions of staff development: theory, research, and analytical reflection of educators' experiences. It offers fresh insights into teaching and schools as well as a broader and more powerful conception of staff development.
