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Funding and effectiveness of staff d...

Ivey Shannon Kay.

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Funding and effectiveness of staff development programs in three north Texas school districts.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Funding and effectiveness of staff development programs in three north Texas school districts./
Author:	Ivey Shannon Kay.
Description:	195 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .
Contained By:	Dissertation Abstracts International72-01A.
Subject:	Education, School Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3436530
ISBN:	9781124364322

Funding and effectiveness of staff development programs in three north Texas school districts.
Ivey Shannon Kay.

Funding and effectiveness of staff development programs in three north Texas school districts. - 195 p.

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

Thesis (Ed.D.)--University of North Texas, 2010.

This dissertation study focused on three aspects of staff development in North Texas: (1) funding sources, (2) types of professional learning programs, and (3) teachers' views of the effectiveness of the funded programs. Qualitative data came from interviews with nine district administrators concerning funding sources and how those resources enhanced teacher skills. Quantitative data came from 1,277 responses from teachers regarding their background and perceptions about staff development.

ISBN: 9781124364322Subjects--Topical Terms:

1669346
Education, School Administration.

Funding and effectiveness of staff development programs in three north Texas school districts.
LDR:03396nam 2200313 4500 001 1395694
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020 $a 9781124364322
035 $a (UMI)AAI3436530
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040 $a UMI $c UMI
100 1 $a Ivey Shannon Kay. $3 1674409
245 1 0 $a Funding and effectiveness of staff development programs in three north Texas school districts.
300 $a 195 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .
500 $a Adviser: Frances Van Tassell.
502 $a Thesis (Ed.D.)--University of North Texas, 2010.
520 $a This dissertation study focused on three aspects of staff development in North Texas: (1) funding sources, (2) types of professional learning programs, and (3) teachers' views of the effectiveness of the funded programs. Qualitative data came from interviews with nine district administrators concerning funding sources and how those resources enhanced teacher skills. Quantitative data came from 1,277 responses from teachers regarding their background and perceptions about staff development.
520 $a Data from interviews with district administrators were diagrammed to depict elements of funding staff development and to reveal how resources were used to plan, implement, and evaluate staff learning. An analysis of interview data revealed that availability of grants, property tax rates, and student enrollment affected how districts funded staff development. Administrators reported that districts funded professional learning that was planned according to academic initiatives, met the needs of adult learners, and adapted to the changing needs of school communities. Both administrators and practitioners reported that time was a lacking resource critical to developing staff knowledge.
520 $a Practitioners reported that sufficient opportunity to collaborate with colleagues about learning initiatives was more valuable than teaching materials. Teacher questionnaires were analyzed for possible relationships between participant variables and responses concerning knowledge about funding constraints and professional development experiences. Data revealed that practitioner experience and graduate degrees were not related to teachers' use of knowledge about financial constraints to more efficiently implement learning from staff development. Participants did not perceive professional learning differently than peers. Most teachers connected professional learning with improved teaching practices but a small percent attributed student achievement to their professional learning. The majority of teachers considered collaborative learning settings to elicit more personal professional growth than other formats.
520 $a The findings of the teacher questionnaire suggest that teaching practices could be impacted if participants gained more knowledge about district financial constraints when developing staff professionally. Therefore, future research about how districts share information concerning funding for professional learning is warranted.
590 $a School code: 0158.
650 4 $a Education, School Administration. $3 1669346
650 4 $a Education, Teacher Training. $3 783747
690 $a 0461
690 $a 0530
710 2 $a University of North Texas. $3 1017396
773 0 $t Dissertation Abstracts International $g 72-01A.
790 1 0 $a Tassell, Frances Van, $e advisor
790 $a 0158
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3436530