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Lyndon Baines Johnson: Ongoing Influ...

Carter, Jill Adriene.

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Lyndon Baines Johnson: Ongoing Influence on Teacher Development as Established by the Elementary and Secondary Education Act of 1965.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Lyndon Baines Johnson: Ongoing Influence on Teacher Development as Established by the Elementary and Secondary Education Act of 1965./
Author:	Carter, Jill Adriene.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	287 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	Education policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107625
ISBN:	9781339710259

Lyndon Baines Johnson: Ongoing Influence on Teacher Development as Established by the Elementary and Secondary Education Act of 1965.
Carter, Jill Adriene.

Lyndon Baines Johnson: Ongoing Influence on Teacher Development as Established by the Elementary and Secondary Education Act of 1965. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 287 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--Notre Dame of Maryland University, 2016.

Teacher professional development in the United States has been characterized by many researchers as incoherent and ineffective. In addition, federal funding for the support of teacher development has paled in comparison to funding for other education reform measures. It is possible that the reflection of federal support for teacher development as provided in federal aid to education, and the subsequent negative characterization of professional development, began with the Johnson administration in 1965. This study pursues a case study process to determine the impact of the Johnson administration on teacher professional development as captured in federal aid. Results do not prove that the administration actively sought to minimize professional development as a reform measure. Results do support changes in prominence of such teacher quality measures, such as professional development, to get federal aid to elementary and secondary schools beyond the age-old and formidable obstacles present in America during the 1960s.

ISBN: 9781339710259Subjects--Topical Terms:

2191387
Education policy.

Lyndon Baines Johnson: Ongoing Influence on Teacher Development as Established by the Elementary and Secondary Education Act of 1965.
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300 $a 287 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
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520 $a Teacher professional development in the United States has been characterized by many researchers as incoherent and ineffective. In addition, federal funding for the support of teacher development has paled in comparison to funding for other education reform measures. It is possible that the reflection of federal support for teacher development as provided in federal aid to education, and the subsequent negative characterization of professional development, began with the Johnson administration in 1965. This study pursues a case study process to determine the impact of the Johnson administration on teacher professional development as captured in federal aid. Results do not prove that the administration actively sought to minimize professional development as a reform measure. Results do support changes in prominence of such teacher quality measures, such as professional development, to get federal aid to elementary and secondary schools beyond the age-old and formidable obstacles present in America during the 1960s.
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