Date Awarded
2002
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education
Advisor
Robert J. Hanny
Abstract
This study investigated principals' and teachers' perceptions about professional development and conditions for change. Specifically, the following research questions were answered: (1) How do principals describe professional development at their schools? (2) What professional development experiences did teachers report as having an effect on their teaching practice? and (3) What common factors or conditions did teachers at the three schools report as influencing whether they change their classroom practices after participating in professional development initiatives?;Data collection incorporated both qualitative and quantitative methodologies using principal interviews and teacher surveys. Simple descriptive statistics were used to analyze and describe professional development type and effect, impetus and effect, monitoring type and effect, follow-up type and effect, and student achievement examination and effect.;A four-step process was used to compile, classify and analyze qualitative data. Six overarching themes emerged that described principals' perceptions of professional development and five conditions for change were identified from teachers' responses.
DOI
https://dx.doi.org/doi:10.25774/w4-h25y-zp98
Rights
© The Author
Recommended Citation
Gregory, Valerie Hastings, "A study of professional development at three midwestern, urban, public, elementary schools with increased student achievement in reading" (2002). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618328.
https://dx.doi.org/doi:10.25774/w4-h25y-zp98
Included in
Educational Administration and Supervision Commons, Elementary Education Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons
