Exploring the relationship between professional development leaders’ competencies of effective professional learning and teachers’ perceptions of professional development
01 May 2018-
TL;DR: In this paper, the purpose of the study and research questions and the importance of the significance of the work were discussed. But the focus of the paper was on the relationship between professional development and its relationship to achievement.
Abstract: .................................................................................................................................. iii ACKNOWLEDGEMENTS ........................................................................................................... vi TABLE OF CONTENTS ............................................................................................................. viii LIST OF TABLES ......................................................................................................................... xi LIST OF FIGURES ...................................................................................................................... xii CHAPTER ONE: INTRODUCTION ............................................................................................. 1 Statement of the Problem ............................................................................................................ 4 Purpose of the Study and Research Questions ............................................................................ 6 Significance of the Study ............................................................................................................ 8 Conceptual Framework and Overview of Methodology ............................................................. 9 Assumptions .............................................................................................................................. 10 Limitations of the Study ............................................................................................................ 11 Definition of Terms ................................................................................................................... 12 Organization of Study ............................................................................................................... 13 CHAPTER TWO: REVIEW OF RELEVANT ............................................................................ 15 LITERATURE AND CONCEPTUAL FRAMEWORK .............................................................. 15 Purpose of the Study and Research Questions .......................................................................... 15 Professional Development ......................................................................................................... 17 History of Professional Development in Education .................................................................. 18 Cost of Professional Development ............................................................................................ 21 Professional Development and Its Relationship to Achievement ............................................. 22 The Nine Studies ....................................................................................................................... 25
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01 Jan 2016
TL;DR: In this article, the authors present a book about designing professional development for teachers of science and mathematics, which they call Designing Professional Development for Teachers of Science and Mathematics (DPDM).
Abstract: Thank you very much for reading designing professional development for teachers of science and mathematics. As you may know, people have look hundreds times for their favorite readings like this designing professional development for teachers of science and mathematics, but end up in harmful downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they juggled with some malicious bugs inside their desktop computer.
228 citations
References
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Book•
12 Jul 2001
TL;DR: In this article, the authors present an introduction to the process of conducting research, including the steps in the procedure of identifying a research problem, defining a purpose and research questions or hypotheses, and analyzing and interpreting quantitative data.
Abstract: Part I: AN INTRODUCTION TO EDUCATIONAL RESEARCH. 1. The Process of Conducting Research. 2. Quantitative and Qualitative Approaches. Part II: THE STEPS IN THE PROCESS OF RESEARCH. 3. Identifying a Research Problem. 4. Reviewing the Literature. 5. Specifying a Purpose and Research Questions or Hypotheses. 6. Collecting Quantitative Data. 7. Analyzing and Interpreting Quantitative Data. 8. Collecting Qualitative Data. 9. Analyzing and Interpreting Qualitative Data. 10. Reporting and Evaluating Research. Part III: RESEARCH DESIGNS. 11. Experimental Designs. 12. Correlational Designs. 13. Survey Designs. 14. Grounded Theory Designs. 15. Ethnographic Designs. 16. Narrative Research Designs. 17. Mixed Methods Designs. 18. Action Research Designs. Appendix A: Answers to the Chapter Study Questions. Appendix B: Determine Size Using Sample Size Tables. Appendix C: Non-Normal Distribution. Appendix D: Strategies for Defending a Research Proposal. Glossary. References. Author Index. Subject Index.
13,492 citations
TL;DR: The authors used a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning, and found that content knowledge, opportunities for active learning and coherence with other learning activities significantly affect teacher learning.
Abstract: This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.
4,964 citations
TL;DR: Guskey and Huberman as mentioned in this paper described a model of teacher change originally presented nearly two decades ago that began my long and warm friendship with Michael Huberman and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices.
Abstract: This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers' attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey & Huberman, 1995), which was named 'Book of the Year' by the National Staff Development Council in 1996.
2,658 citations
"Exploring the relationship between ..." refers background in this paper
...Professional Development Evaluation The area of professional development is vast and often lacks accountability measures because “[t]raditionally, educators haven’t paid much attention to evaluating their professional development efforts” (Guskey, 2002b, p. 45)....
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...These leaders must be willing to engage in all aspects of the professional development process, from program planning and design to the final evaluation of program results (Guskey, 2002a)....
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...However, as Guskey (2002b) points out, good evaluations just require planning and the ability to ask good questions and find valid answers....
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Book•
18 Nov 1999
TL;DR: Evaluating Professional Development: Practical Guidelines for Evaluating Professional development and Presenting Evaluation Results provides practical guidelines for evaluating professional development.
Abstract: Foreword - Dennis Sparks Acknowledgments About the Author Introduction 1. What Is Professional Development? 2. What Is Evaluation? 3. Practical Guidelines for Evaluating Professional Development 4. Level 1: Participants' Reactions 5. Level 2: Participants' Learning 6. Level 3: Organization Support and Change 7. Level 4: Participants' Use of New Knowledge and Skills 8. Level 5: Student Learning Outcomes 9. Presenting Evaluation Results References Author Index Subject Index
2,291 citations
"Exploring the relationship between ..." refers background in this paper
...be identified before activities can begin (Guskey, 2000)....
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...Indicators of successful learning must be identified before activities can begin (Guskey, 2000)....
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...Data collected at a level five evaluation should come from multiple sources to allow for triangulation and identification of unintended results (Guskey, 2000)....
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...It also 32 allows the adults to choose a learning style that best meets their learning needs (Sparks & Loucks-Horsley, 1989; Guskey, 2000)....
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...Teachers are encouraged to try what they have learned and make necessary adjustments to their practice based on feedback and personal reflections (Cooper, 2004; Sparks & Loucks-Horsley, 1989; Guskey, 2000)....
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01 Feb 2009
TL;DR: For example, the authors argues that teachers lack time and opportunities to view each other's classrooms, learn from mentors, and work collaboratively, and that the support and training they receive is insufficient.
Abstract: No part of this may be reproduced in any form — except for brief quotation (not to exceed 1,000 words) in a review or professional work — without prior written permission from NSDC or the authors. D ecades of standards-based school reform have helped identify what students need to know and be able to do. In the words of former IBM CEO Louis V. Gerstner, Jr., these efforts were meant to " drive standards [and accountability] through the schoolhouse door. " But educators and policymakers are recognizing that it is time for Standards-Based Reform 2.0. We need to place a greater priority on strengthening the capacity of educators and building learning communities to deliver higher standards for every child. Enabling educational systems to achieve on a wide scale the kind of teaching that has a substantial impact on student learning requires much more intensive and effective professional learning than has traditionally been available. If we want all young people to possess the higher-order thinking skills they need to succeed in the 21st century, we need educators who possess higher-order teaching skills and deep content knowledge. There are many ways to improve the quality and performance of the nation's education workforce, and many are being tested. States and districts have restructured the staffs at thousands of failing schools. They are seeking to lure better talent into classrooms by recruiting career changers and liberal-arts graduates with rich content knowledge and a willingness to teach. They are revamping their personnel departments, launching new teacher academies, and working to exert greater control over who will teach and in which schools. But these efforts, essential as they are, influence only a small portion of educators. And no matter what states and districts do to bolster the education workforce, they will need to do more and better with the talent they have. This will require a more effective and systematic approach to supporting, developing, and mobilizing the more than three million educators who will teach in and lead our schools. Other fields, from medicine and management to the military, do a far better job of providing ongoing learning opportunities and support for their professionals. But as this report shows, in education, professional learning in its current state is poorly conceived and deeply flawed. Teachers lack time and opportunities to view each other's classrooms, learn from mentors, and work collaboratively. The support and training they receive is …
1,957 citations