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Post-professional development percep...

Arnold, Toni L.

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Post-professional development perceptions of teachers of research based instructional practices.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Post-professional development perceptions of teachers of research based instructional practices./
Author:	Arnold, Toni L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2010,
Description:	202 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 1680.
Contained By:	Dissertation Abstracts International72-01A.
Subject:	Vocational education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3436043
ISBN:	9781124352244

Post-professional development perceptions of teachers of research based instructional practices.
Arnold, Toni L.

Post-professional development perceptions of teachers of research based instructional practices. - Ann Arbor : ProQuest Dissertations & Theses, 2010 - 202 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 1680.

Thesis (Ph.D.)--The Pennsylvania State University, 2010.

Professional development is critical to the success of schools in this time of accountability for student achievement; but research has suggested that teachers tend to teach the way they were taught (Gardner, 1999; Jonassen, 1981). The purpose of the study was to examine the teacher's perceptions of the implementation of research-based instructional strategies in a comprehensive career and technical high school located in Central Pennsylvania. The information is based on the perceptions and attitudes of teachers and how they implemented the instructional strategies in their classrooms in all curriculum areas. The high school provides a comprehensive academic and technical curriculum and instruction to 850 students. The geographical area served by the school consists of rural, suburban and urban communities. Survey data was collected in addition to individual interviews of teachers by the researcher and summaries of group reflection meetings of staff. The data showed that teachers will implement the research-based instructional strategies with proper professional development and time to integrate the new found strategies. Teachers and administrators must give the strategies time to be analyzed, adopted and adapted to fit each teacher, subject, and class. The data of this particular study demonstrated that the demographics of the school staff and student body, and the cross curriculum applications and implementation of the researched based instructional strategies, lent itself to test the theories of the application and implementations of the research-based instructional strategies.

ISBN: 9781124352244Subjects--Topical Terms:

539232
Vocational education.

Post-professional development perceptions of teachers of research based instructional practices.
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500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 1680.
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520 $a Professional development is critical to the success of schools in this time of accountability for student achievement; but research has suggested that teachers tend to teach the way they were taught (Gardner, 1999; Jonassen, 1981). The purpose of the study was to examine the teacher's perceptions of the implementation of research-based instructional strategies in a comprehensive career and technical high school located in Central Pennsylvania. The information is based on the perceptions and attitudes of teachers and how they implemented the instructional strategies in their classrooms in all curriculum areas. The high school provides a comprehensive academic and technical curriculum and instruction to 850 students. The geographical area served by the school consists of rural, suburban and urban communities. Survey data was collected in addition to individual interviews of teachers by the researcher and summaries of group reflection meetings of staff. The data showed that teachers will implement the research-based instructional strategies with proper professional development and time to integrate the new found strategies. Teachers and administrators must give the strategies time to be analyzed, adopted and adapted to fit each teacher, subject, and class. The data of this particular study demonstrated that the demographics of the school staff and student body, and the cross curriculum applications and implementation of the researched based instructional strategies, lent itself to test the theories of the application and implementations of the research-based instructional strategies.
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