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Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design./
Author:	Perez, Kristen.
Description:	1 online resource (247 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Mathematics education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438011212

Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design.
Perez, Kristen.

Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design. - 1 online resource (247 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--Florida Atlantic University, 2018.

Includes bibliographical references

Professional development has been deemed ineffective for several decades. This ineffectiveness could stem from the one-size-fits-all professional development designs, and the inconsistencies and contradictions pointed out in professional development research (which is used to create these designs). Investigating how subject taught (STEM and non-STEM), Title I status of the school (Title I and non-Title I), and grade level of instruction (elementary, middle and high) could influence teachers' preferences regarding components included in an effective design is a step toward resolving some of these inconsistencies. The research design was an embedded mixed method -- an overall causal-comparative design embedded with interviews. Interviews determined teachers' perceptions of an effective professional development design. The survey investigated preferences for nine components: content knowledge, pedagogical knowledge, active learning, duration, alignment with goals and policies, follow-up, collaboration, support, and resources (tangible and intangible).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438011212Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design.
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245 1 0 $a Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design.
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300 $a 1 online resource (247 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: David D. Kumar.
502 $a Thesis (Ph.D.)--Florida Atlantic University, 2018.
504 $a Includes bibliographical references
520 $a Professional development has been deemed ineffective for several decades. This ineffectiveness could stem from the one-size-fits-all professional development designs, and the inconsistencies and contradictions pointed out in professional development research (which is used to create these designs). Investigating how subject taught (STEM and non-STEM), Title I status of the school (Title I and non-Title I), and grade level of instruction (elementary, middle and high) could influence teachers' preferences regarding components included in an effective design is a step toward resolving some of these inconsistencies. The research design was an embedded mixed method -- an overall causal-comparative design embedded with interviews. Interviews determined teachers' perceptions of an effective professional development design. The survey investigated preferences for nine components: content knowledge, pedagogical knowledge, active learning, duration, alignment with goals and policies, follow-up, collaboration, support, and resources (tangible and intangible).
520 $a In the interviews, teachers communicated a need for differentiation based on grade level of instruction, Tittle I status of the school, and subject taught, with high percentages of agreement with the final questions of the survey. The ordinal logistic regression indicated that subject taught and Title I status of the school did not have a statistically significant effect on the dependent variable. Breaking up participants according to grade level of instruction (elementary versus secondary) had a statistically significant effect on teachers' preferences regarding the components included in an effective professional development design. This indicated that professional development should be differentiated based on elementary and secondary instruction.
520 $a When the researcher reviewed the components, some showed that the independent variables, Title I status of the school and grade level of instruction had a statistically significant effect. Although the ordinal logistic regression revealed a lack of statistical significance, percent differences indicated that factors such as subject taught, Title I status of the school, and grade level of instruction influenced teachers' preferences regarding specific components in an effective professional development design. These findings illustrate promise that in a larger study, statistical significance might be present. Thus, professional development should be differentiated based on subject taught, Title I status of the school, and grade level of instruction.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
650 4 $a Science education. $3 1151737
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0714
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Florida Atlantic University. $b Curriculum and Instruction. $3 1194013
773 0 $t Dissertation Abstracts International $g 79-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10785393 $z click for full text (PQDT)