東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Professional development: The use a...

Magee, Donna Schueling.

Linked to FindBook

Google Book

Amazon

博客來

Professional development: The use and impact of Payne's model on teachers in a midwestern elementary school (Ruby Payne).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Professional development: The use and impact of Payne's model on teachers in a midwestern elementary school (Ruby Payne)./
Author:	Magee, Donna Schueling.
Description:	109 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0848.
Contained By:	Dissertation Abstracts International66-03A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3168833
ISBN:	9780542053993

Professional development: The use and impact of Payne's model on teachers in a midwestern elementary school (Ruby Payne).
Magee, Donna Schueling.

Professional development: The use and impact of Payne's model on teachers in a midwestern elementary school (Ruby Payne). - 109 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0848.

Thesis (Ed.D.)--University of Wyoming, 2005.

Professional development is a significant component of education today. Yet, staff development as it is practiced by many has been criticized. The purpose of this study was to assess the use of Payne's model for professional development in a Midwestern elementary school more than one year after a three-year intensive professional development initiative had ended. In addition, change in teachers' knowledge, skills, and beliefs as a result of the training was also assessed.

ISBN: 9780542053993Subjects--Topical Terms:

626645
Education, Administration.

Professional development: The use and impact of Payne's model on teachers in a midwestern elementary school (Ruby Payne).
LDR:03425nmm 2200337 4500 001 1821114
005 20061110072518.5
008 130610s2005 eng d
020 $a 9780542053993
035 $a (UnM)AAI3168833
035 $a AAI3168833
040 $a UnM $c UnM
100 1 $a Magee, Donna Schueling. $3 1910306
245 1 0 $a Professional development: The use and impact of Payne's model on teachers in a midwestern elementary school (Ruby Payne).
300 $a 109 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0848.
500 $a Adviser: Suzanne Young.
502 $a Thesis (Ed.D.)--University of Wyoming, 2005.
520 $a Professional development is a significant component of education today. Yet, staff development as it is practiced by many has been criticized. The purpose of this study was to assess the use of Payne's model for professional development in a Midwestern elementary school more than one year after a three-year intensive professional development initiative had ended. In addition, change in teachers' knowledge, skills, and beliefs as a result of the training was also assessed.
520 $a Payne's model is comprised of three foundational trainings. These include A Framework for Understanding Poverty, Learning Structures, and Meeting Standards and Raising Test Scores When You Don't Have Much Time or Money. Technical assistance sessions, recommended at least one time per grading period, are designed to assist educators in implementing the strategies, processes, and concepts taught in the trainings.
520 $a Three instruments were used to assess teachers' use of the strategies and implementation of practices associated with the model. These were the Instructional Framework Scale-Observation, Instructional Framework Scale-Artifacts/Conference, and the Teacher Survey to Assess Change in Organizational and Classroom Practice as a Result of the Payne Training. Data were gathered through classroom observations, interviews, and teacher self-reporting through the survey.
520 $a Results indicate a fairly highly level of implementation of 78.8%. Overall, the systemic processes and concepts taught in A Framework for Understanding Poverty were implemented at higher levels than the strategies taught in the Learning Structures training. Of 12 practices associated with the model, all practices had a mean level of implementation greater than 2.0, based on a scale of 1 (not implemented) to 3 ( effectively implemented), as reported by the teachers. In addition, all teachers indicated a moderate or significant change in their knowledge and skills as a result of the training. Moderate or significant change in beliefs was reported by 87.5% of the teachers. Factors contributing to the change were mostly related to the content of the trainings.
520 $a This study provides support for offering professional development that is focused, ongoing, and extending over a period of years with support provided teachers through technical assistance. Results also indicate that monitoring of practices increases the likelihood of implementation.
590 $a School code: 0264.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Teacher Training. $3 783747
690 $a 0514
690 $a 0340
690 $a 0530
710 2 0 $a University of Wyoming. $3 1017859
773 0 $t Dissertation Abstracts International $g 66-03A.
790 1 0 $a Young, Suzanne, $e advisor
790 $a 0264
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3168833