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Teachers' perceptions of the relevan...

Shoemaker, Susan F.

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Teachers' perceptions of the relevance and usefulness of professional development.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teachers' perceptions of the relevance and usefulness of professional development./
Author:	Shoemaker, Susan F.
Description:	100 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601431
ISBN:	9781303525902

Teachers' perceptions of the relevance and usefulness of professional development.
Shoemaker, Susan F.

Teachers' perceptions of the relevance and usefulness of professional development. - 100 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--Keiser University, 2013.

The purpose of this qualitative, phenomenological study was to investigate, through interviews, secondary teachers' perceptions of the level of the value, applicability, and implementation of skills learned within professional development offerings in the targeted school district. Non-probability, stratified, purposeful sampling was utilized to enlist secondary teachers as participants within the ABC school district. The principal research question in this study was: What are secondary teachers' perceptions of the value, relevance, and implementation of the strategies learned in professional development opportunities offered in this district? There were many common characteristics of professional development reported as effective as well as those perceived as ineffective. In most of the situations discussed, administrators did not check to see if the teachers were implementing the information or strategies. Recommendations comprise planning professional development to include qualified facilitators with recent classroom experience; presentations with opportunities to observe modeled implementation and practice strategies; options for teachers to choose which trainings to attend; current information that is supported by research and evaluated by student achievement data; and accountability implementation of new skills and strategies to ensure use and fidelity of implementation.

ISBN: 9781303525902Subjects--Topical Terms:

1035576
Education, Leadership.

Teachers' perceptions of the relevance and usefulness of professional development.
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245 1 0 $a Teachers' perceptions of the relevance and usefulness of professional development.
300 $a 100 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Sue Adragna.
502 $a Thesis (Ph.D.)--Keiser University, 2013.
520 $a The purpose of this qualitative, phenomenological study was to investigate, through interviews, secondary teachers' perceptions of the level of the value, applicability, and implementation of skills learned within professional development offerings in the targeted school district. Non-probability, stratified, purposeful sampling was utilized to enlist secondary teachers as participants within the ABC school district. The principal research question in this study was: What are secondary teachers' perceptions of the value, relevance, and implementation of the strategies learned in professional development opportunities offered in this district? There were many common characteristics of professional development reported as effective as well as those perceived as ineffective. In most of the situations discussed, administrators did not check to see if the teachers were implementing the information or strategies. Recommendations comprise planning professional development to include qualified facilitators with recent classroom experience; presentations with opportunities to observe modeled implementation and practice strategies; options for teachers to choose which trainings to attend; current information that is supported by research and evaluated by student achievement data; and accountability implementation of new skills and strategies to ensure use and fidelity of implementation.
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650 4 $a Education, Teacher Training. $3 783747
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