presenters: randy lamb, dr. christie bledsoe, & dr ...€¦ · 1 e 2 o d d a il l any s a d n e 2...
TRANSCRIPT
-
Presenters: Randy Lamb, Dr. Christie Bledsoe, & Dr. Marlene Zipperlen
-
Nature of the Problem
“Good teachers form the foundation of good schools, and improving teachers’ skills and knowledge is one of the most
important investments of time and money that local, state, and national leaders make
in education”
( Holland, 2005, p. 1).
-
A growing body of research indicates that
teacher quality has more impact on student
achievement than any other factor.
0 A. Downs, 2006
-
Nature of the Problem According to NCLB (2002),
“Professional development should include activities that as a whole, are regularly evaluated for their
impact on increased teacher effectiveness and improved
student academic achievement.”
-
Statement of the Problem
0The general problem is educators use professional development for continuing education, but the results are undocumented.
0The specific problem is professional development programs do not necessarily transfer to changed teacher behavior in the classroom, which positively affects student achievement.
-
Purpose of the Study
0The purpose of this study was to examine teachers’ perceptions about professional development.
-
Research Design & Method
0Quantitative research methodology
0 Cross-sectional Survey Design (Creswell, 2012)
0Current attitudes toward PD
0District wide surveys
-
Literature Review 0 Professional Development in the United States
0 National Defense Education Act (1958)
0 Elementary & Secondary Act (1965)
0 A Nation at Risk (1983)
0 America 2000: An Education Strategy (1991)
0 Goals 2000: Educate America Act (1994)
0 No Child Left Behind (2001)
0 Race to the Top (2009)
-
Literature Review 0 Professional Development in Other Countries
-
0
100
200
300
400
500
600
700
800
900
1000
1100
1200
1300
1400
1500
Arg
entin
a1
Chile
Unite
d S
tate
s2
Me
xic
o
Scotland
New
Ze
ala
nd
Au
str
alia
Bra
zil
Po
rtuga
l
Ge
rma
ny
Neth
erla
nds
Canada
Irela
nd
Sp
ain
OE
CD
avera
ge
En
gla
nd2
Slo
venia
Be
lgiu
m (
Fl.)
Be
lgiu
m (
Fr.
)
Norw
ay
Slo
vak R
epublic
Denm
ark
2
Cze
ch R
epublic
Fra
nce
Luxem
bourg
Esto
nia
Italy
Ko
rea
Icela
nd
Tu
rkey
Au
str
ia
Hungary
Jap
an2
Isra
el
Fin
lan
d
Indonesia
2
Russia
n F
edera
tio
n2
Po
lan
d
Gre
ece
Hours per year
Number of teaching hours per year, by level of education (2010) Net statutory contact time in hours per year in public institutions
Lower secondary education Primary education Upper secondary education, general programmes
1. Year of reference 2009. 2. Actual teaching hours. Countries are ranked in descending order of the number of teaching hours per year in lower secondary education. Source: OECD. Argentina: UNESCO Institute for Statistics (World Education Indicators Programme). Table D4.1. See Annex 3 for notes (www.oecd.org/edu/eag2012).
-
Evaluating Professional Development
0Better Methods
0Aligned with Curriculum
0Ongoing Follow Up
-
Theoretical Framework Four Theories
0Age Theory (Trotter, 2006)
0 Stage Theory
0Piaget
0Teacher Career Cycle Model (Maskit, 2011)
0Cognitive Development Theory (Lynn, 2002)
0Functional Theory
-
Teacher Career Cycle Model
-
Current Findings
0 Factors Affecting Professional Development
0 Teacher Factors (Bradley-Levine, Smith, & Carr, 2009; Klein & Riordan, 2011; Meister, 2010)
0 School and District Influences (Corcoran, Fuhrman & Belcher, 2001; Goldberg, 2006: Lynch & Worden, 2010)
0 School Culture and Demographics
(Comer, 2001; Moore, Kochan, Krasha, & Reames, 2011; Torff & Sessions, 2009)
0 Implementation Barriers
(Moorewood, Ankrum, & Bean, 2010; Steyn, 2010; Tang & Choi, 2009)
-
Implementation Barriers
-
Data Collection
0Online Survey (Qualtrics)
0Voluntary Participation
-
Instrument
0Teachers’ Attitudes about Professional Development (TAP)- (Torff, Sessions, & Byrnes, 2005).
0An open-ended question at the end of the survey.
-
Instrument TAP presents five statements about Professional Development activities:
(1) Professional development workshops often help teachers to develop new teaching techniques.
(2) If I did not have to attend in-service workshops, I would not.
(3) Professional development events are worth the time they take.
(4) I have been enriched by the teacher training events I have attended.
(5) Staff development initiatives have not had much impact on my teaching.
-
Instrument Open-ended Question:
“How has your teaching behavior changed
because of professional development?”
-
Participants & Selection • 316 elementary and secondary
teachers in two Texas school districts.
• The sampling included regular classroom teachers, special education
teachers, and special area teachers.
-
Participants
• Range 22 – 74 years old • Mean of 43.26 years
-
Participants
70%
22%
4% 3% 1%
Educational Attainment
Bachelor's
Master's
Master's + 30
Master's +60
Doctorate
-
Gender
0
50
100
150
200
250
300
Males Females
Males
Females
250
66
-
Grade Level Taught
0
20
40
60
80
100
120
140
160
180
200
Primary Seconday
Primary
Seconday187
129
-
Years of Teaching Experience
0
10
20
30
40
50
60
70
0
-
Research Questions & Analysis 0What are the differences in teachers’
perceptions of professional development based on…
0teachers’ age?
0teachers’ years of experience?
0teachers’ level of educational attainment?
0gender?
0teachers’ grade level (elementary or secondary)?
-
Results
0The analysis showed that none of the five variables significantly
affected teachers’ perceptions of professional development.
-
Themes
0Classroom Management
0Technology Training
0New Ideas Connected to Subject Taught
0Working with Others
-
References 0 Bradley-Levine, J., Smith, J., & Carr, K. (Spring2009). The role of action research in
empowering teachers to change their practice. Journal of Ethnographic & Qualitative Research, 3(3), 152-161.
0 Comer, J. P. (2001). Schools that develop children. American Prospect, 12(7), 30. 0 Corcoran, T., Fuhrman, S., & Belcher, C. (2001). The district role in instructional
improvement. Phi Delta Kappan, 83(1), 78. 0 Goldberg, B. (2006). Use data effectively to bridge staff development and student
results. Journal of Staff Development, 27(2), 72. 0 Holland, H., & American Educational Research Association, W. (2005). Teaching
teachers: Professional development to improve student achievement. AERA Research Points, 3(1), 1-4. American Educational Research Association (AERA).
0 Klein, E. J., & Riordan, M. (2011). Wearing the “student hat”: Experiential professional development in expeditionary learning schools. Journal of Experiential Education, 34(1), 35-54. doi:10.5193/JEE34.1.35.
0 Lynch, D. & Worden, J. (2010). It's all about the people. Phi Delta Kappan, 92(3), 53.
0 Maskit, D. (2011). Teachers’ attitudes toward pedagogical changes during various stages of professional development. Teacher and Teacher Education, (27) 851-860.
-
References 0 Meister, D. G. (2010). Experienced secondary teachers’ perceptions of engagement and
effectiveness: A guide for professional development. Qualitative Report, 15(4), 880-898. 0 Moore, S. D., Kochan, F. K., Kraska, M., & Reames, E. H. (2011). Professional development and
student achievement in high poverty schools: Making the connection. International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)), 39(2), 65-79.
0 Morewood, A. L., Ankrum, J. W., & Bean, R. M. (2010). Teachers’ perceptions of the influence of professional development on their knowledge of content, pedagogy, and curriculum. College Reading Association Yearbook, (31), 201-219.
0 Richter, D., Kunter, M., Klusmann, U., Ludtke, O., & Baumert, J. (2011). Teaching and Teacher Education (27) 116-126.
0 Steyn, G. M. (2010). Educators’ perceptions of continuing professional development for teachers in South Africa: A qualitative study. Africa Education Review, 7(1), 156-179. doi:10.1080/18146627.2010.490009
0 Tang, S. Y. F., & Choi, P. L. (2009). Teachers’ professional lives and continuing professional development in changing times. Educational Review, 61(1), 1-18. doi:10.1080/00131910802684748.
0 Torff, B., & Sessions, D. (2009). Teachers' attitudes about professional development in high-SES and low-SES communities. Learning Inquiry, 3(2), 67-77.
0 Torff, B., Sessions, D., & Byrnes, K. (2005). Assessment of teachers' attitudes about professional development. Educational and Psychological Measurement, 65(5), 820-830.