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Examining the Effects of Professiona...

Wyatt, Michelle Faye.

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Examining the Effects of Professional Development and Teacher Perceptions of Demonstrating Progress in an Early Childhood Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the Effects of Professional Development and Teacher Perceptions of Demonstrating Progress in an Early Childhood Classroom./
Author:	Wyatt, Michelle Faye.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	108 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10666349
ISBN:	9780355325485

Examining the Effects of Professional Development and Teacher Perceptions of Demonstrating Progress in an Early Childhood Classroom.
Wyatt, Michelle Faye.

Examining the Effects of Professional Development and Teacher Perceptions of Demonstrating Progress in an Early Childhood Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 108 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Union University, 2017.

The purpose of this study was to examine the effects of professional development and coaching for teachers in using the Understanding by Design by Wiggins and McTighe. This method was developed to support teachers in writing appropriate lesson plans to incorporate standards and goals into daily lessons. Data were gathered to determine whether teachers' perceptions of their ability to demonstrate progress on academic goals changed after training in the Understanding by Design model. In addition, data were gathered to determine whether there was a change in teachers' abilities to embed established standards and individualized goals into lesson planning after training was completed. The researcher conducted this study using both qualitative and quantitative measures by utilizing a perception survey, rubric, and questionnaire feedback. A perception survey was given to staff members as a pretest and posttest before, after training, and after one coaching session. Questionnaires were given to participants via email and returned anonymously to the researcher's inbox in the school's main office once the training and coaching sessions were complete. A quasi-experimental design was used for this study because the teacher teams were already intact. The researcher utilized a convenience sampling method because teachers were all located in the same school. Results from a perception survey of lead teachers and co-teachers at the Susan Gray School were examined at various points in time---before training in the use of the UBD model, after training, and after a coaching session. In addition, teachers were given the opportunity to anonymously respond to a questionnaire. Teacher-prepared lesson plans were also scored based on components within plans to determine whether changes occurred after training. Results were analyzed by examining the frequency of ratings on a Likert Scale, review of responses to a questionnaire, and a paired-sample t-test. The study found there was no significant difference in teachers' perceptions of their ability to embed data collection methods and demonstrate progress after training in the use of the UBD model. Further implications of this study are discussed.

ISBN: 9780355325485Subjects--Topical Terms:

518817
Early childhood education.

Examining the Effects of Professional Development and Teacher Perceptions of Demonstrating Progress in an Early Childhood Classroom.
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