Professional development in a large school district
Subtitle: an application of Guskey's model
By: by Lucille M. Miller.
Published: 2006
Language: eng
Number of pages: 324
ISBN-13: 9780494157749
Subjects: Guskey, Thomas R.; Primary school teachers -- In-service training -- Case studies.; School improvement programs -- Case studies.; Literacy -- Study and teaching (Primary) -- Case studies.
Genres: Case studies.
Description: In an educational climate that is increasingly measuring school improvement by examining the achievement of students, it is imperative that educators look closely at initiatives that result in improved student learning and closely examine the role played by the professional development model used to implement the initiative. Examining professional development models is critical especially in an era of accountability and school improvement.The primary purpose of this study was to examine the professional development model used to implement the Four Blocks Early Literacy framework in a large school district. Using a case study design made it possible to examine the phenomenon in its natural setting (the school) and from the perspective of the educators involved in the initiative (grade one teachers, mentors, principals) and to make conceptual and theoretical connections to the literature.Qualitative and quantitative data collected from participants through surveys and interviews were combined for analysis with qualitative and quantitative data collected from public documents. The study revealed that a number of characteristics of the professional development model contributed to the success of the model in supporting implementation of the Four Blocks Early Literacy Initiative and an accompanying improvement in student achievement. This resulted in an improved understanding of the link between professional development and student learning that can be applied to other implementations.The study was guided by Thomas Guskey's (1997) framework for examining professional development: (1) participants' reactions to the experience; (2) the knowledge and skills acquired as a result of the experience; (3) organizational support and change; (4) the participants' use of the knowledge and skills; and (5) the impact of the use of these new knowledge and skills on student learning.
Notes: Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2119.

Thesis (Ed.D.)--University of Toronto, 2006.

Includes bibliographical references (leaves 283-306).