The effects of a professional development course on the teaching practices of P-12 classroom teachers
Doctor of Education (EdD)
Curriculum and Instruction
First Advisor's Name
Stephen M. Fain
First Advisor's Committee Title
Second Advisor's Name
Judith J. Slater
Third Advisor's Name
Anthony H. Normore
Fourth Advisor's Name
Robert V. Farrell
Date of Defense
This follow-up study examined the long term effects of a staff development model on P-12 classroom teachers’ instructional practices and dispositions regarding a curricular innovation. The sample, 44 private school practitioners who participated in the staff development program that used the model, was administered a survey at three checkpoints over a three year period to gather quantitative data regarding the participants’ concerns about the curricular innovation. A comparison group of 19 practitioners also completed the survey. Qualitative data, gathered through interviews conducted with ten of the 44 participants, contributed to understanding the participants’ perspectives on changes they perceived in their teaching practices as a result of the staff development. Elements of the model that were most instrumental in effecting those changes were identified.
The findings indicated that the participants demonstrated changes in the quality of their concerns, moving from self concerns and task concerns to impact concerns immediately following the training. The decrease in self concerns was sustained three years after the staff development, while task concerns increased and impact concerns returned to pre staff development levels. A significant difference in stages of concern between the participant and the comparison groups was noted at self and impact stages. Findings revealed that participants changed their teaching practices and beliefs about instructional processes as a result of the staff development, becoming more collaborative and confident in implementing innovative approaches; they were perceived as leaders among their peers. Elements of the staff development model that participants identified as being influential in the change process included the opportunity for collaboration, authenticity of the training activities, and ongoing and comprehensive nature of the training.
Giordano, Victoria Ann, "The effects of a professional development course on the teaching practices of P-12 classroom teachers" (2004). FIU Electronic Theses and Dissertations. 3997.
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).