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Teacher professional development: A ...

Kemp, Rachel N.

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Teacher professional development: A case study of six educators.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher professional development: A case study of six educators./
Author:	Kemp, Rachel N.
Description:	223 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3233.
Contained By:	Dissertation Abstracts International71-09A.
Subject:	Education, Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3413568
ISBN:	9781124144429

Teacher professional development: A case study of six educators.
Kemp, Rachel N.

Teacher professional development: A case study of six educators. - 223 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3233.

Thesis (Ed.D.)--Walden University, 2010.

Professional development is complex and has its roots in constructivist, behaviorist, cognitivist, and situative-sociohistoric perspectives. This descriptive case study examined professional development mandated by No Child Left Behind (NCLB) and the effect of NCLB on the professional development experiences and classroom practices of 6 public school teachers. The purposes of this qualitative study were to determine whether the teachers' professional development experiences changed because of NCLB, to investigate the impact of professional development in the classroom, and to compare the experiences of the participants. Schools and participants within those schools were randomly selected. Data were collected through individual teacher interviews, classroom observation, and a focus group interview. Interviews were analyzed using thematic coding. Results indicated that NCLB positively impacted professional development for these teachers as it stressed situative-sociohistoric and constructivist philosophies, which emphasized active, social learning led by teachers and focused on state standards and assessments. The participants' interview responses yielded 9 professional development best practices; on average, teachers interviewed implemented 5 of these in their classrooms. The common experience across all participants and data collection methods was that professional development emphasized core academic instruction. This study provides baseline data that future researchers can use to investigate professional development. Administrators can use the results of this study to inform future professional development programs and practices so that teachers are better equipped to help all students master the curriculum and prepare them for future academic and career pursuits.

ISBN: 9781124144429Subjects--Topical Terms:

1669130
Education, Policy.

Teacher professional development: A case study of six educators.
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008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124144429
035 $a (UMI)AAI3413568
035 $a AAI3413568
040 $a UMI $c UMI
100 1 $a Kemp, Rachel N. $3 1683259
245 1 0 $a Teacher professional development: A case study of six educators.
300 $a 223 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3233.
500 $a Adviser: Frank Besag.
502 $a Thesis (Ed.D.)--Walden University, 2010.
520 $a Professional development is complex and has its roots in constructivist, behaviorist, cognitivist, and situative-sociohistoric perspectives. This descriptive case study examined professional development mandated by No Child Left Behind (NCLB) and the effect of NCLB on the professional development experiences and classroom practices of 6 public school teachers. The purposes of this qualitative study were to determine whether the teachers' professional development experiences changed because of NCLB, to investigate the impact of professional development in the classroom, and to compare the experiences of the participants. Schools and participants within those schools were randomly selected. Data were collected through individual teacher interviews, classroom observation, and a focus group interview. Interviews were analyzed using thematic coding. Results indicated that NCLB positively impacted professional development for these teachers as it stressed situative-sociohistoric and constructivist philosophies, which emphasized active, social learning led by teachers and focused on state standards and assessments. The participants' interview responses yielded 9 professional development best practices; on average, teachers interviewed implemented 5 of these in their classrooms. The common experience across all participants and data collection methods was that professional development emphasized core academic instruction. This study provides baseline data that future researchers can use to investigate professional development. Administrators can use the results of this study to inform future professional development programs and practices so that teachers are better equipped to help all students master the curriculum and prepare them for future academic and career pursuits.
590 $a School code: 0543.
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0458
690 $a 0530
690 $a 0727
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 71-09A.
790 1 0 $a Besag, Frank, $e advisor
790 1 0 $a Almasude, Amar $e committee member
790 1 0 $a Warren, Elizabeth $e committee member
790 $a 0543
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3413568