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The Effectiveness of Professional De...

Jackson, Mashika W.

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The Effectiveness of Professional Development in Changing Teachers' Behaviors in Utilizing Differentiated Instruction with Gifted Students in the General Elementary Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effectiveness of Professional Development in Changing Teachers' Behaviors in Utilizing Differentiated Instruction with Gifted Students in the General Elementary Classroom./
Author:	Jackson, Mashika W.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	182 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Contained By:	Dissertation Abstracts International78-01A(E).
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10140642
ISBN:	9781339960388

The Effectiveness of Professional Development in Changing Teachers' Behaviors in Utilizing Differentiated Instruction with Gifted Students in the General Elementary Classroom.
Jackson, Mashika W.

The Effectiveness of Professional Development in Changing Teachers' Behaviors in Utilizing Differentiated Instruction with Gifted Students in the General Elementary Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 182 p.

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2016.

The majority of teachers in the general classroom setting are not trained to offer gifted students the instruction that is necessary to have a challenging and enriching education. As a means to reach all students at their instructional level, especially gifted students, professional development is offered to learn how to differentiate instruction. The purpose of this quantitative pretest-posttest study was to analyze changes in teachers' behavior in utilizing differentiated instruction with gifted students in the general elementary classroom setting after receiving professional development on how to implement differentiated instruction. The study took place in 21 Title I elementary schools in the DeKalb County School District. The participants consisted of 50 teachers who interact with gifted students in grades first through fifth on a regular basis. There was a control and intervention group, with 25 teachers participating in each group. The control group partook in the pre- and post-surveys, whereas the intervention group took the surveys and received the professional development. Six separate MANOVA tests were performed on factors to determine whether there was a significant difference in how professional development affected teachers' utilization of differentiated instruction for gifted students between the administration of the pre- and post-surveys. The factors included: Factor 1 (Questioning and Thinking), Factor 2 (Providing Challenges and Choices), Factor 3 (Reading and Writing Assignments), Factor 4 (Curricular Modifications), Factor 5 (Enrichment Centers), and Factor 6 (Seatwork). The data revealed that there was no statistically significant difference for Factors 1 ( p = .245), Factor 2 (p = .290), Factor 4 ( p = .444), Factor 5 (p = .107) and Factor 6 ( p = .574). Factor 3 (p = .0534) may be rejected and support was found for the alternate hypothesis because significant effect was found in the average scores on the surveys between the intervention and control groups F(1,48) = 8.02, p = .007, partial eta2 = .143. Recommendations for the study include working with a larger sample size, that the professional development sessions be extended, allow teachers more time to implement the strategies, and utilize an expert, other than the researcher, to conduct the professional development sessions.

ISBN: 9781339960388Subjects--Topical Terms:

641385
Elementary education.

The Effectiveness of Professional Development in Changing Teachers' Behaviors in Utilizing Differentiated Instruction with Gifted Students in the General Elementary Classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
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520 $a The majority of teachers in the general classroom setting are not trained to offer gifted students the instruction that is necessary to have a challenging and enriching education. As a means to reach all students at their instructional level, especially gifted students, professional development is offered to learn how to differentiate instruction. The purpose of this quantitative pretest-posttest study was to analyze changes in teachers' behavior in utilizing differentiated instruction with gifted students in the general elementary classroom setting after receiving professional development on how to implement differentiated instruction. The study took place in 21 Title I elementary schools in the DeKalb County School District. The participants consisted of 50 teachers who interact with gifted students in grades first through fifth on a regular basis. There was a control and intervention group, with 25 teachers participating in each group. The control group partook in the pre- and post-surveys, whereas the intervention group took the surveys and received the professional development. Six separate MANOVA tests were performed on factors to determine whether there was a significant difference in how professional development affected teachers' utilization of differentiated instruction for gifted students between the administration of the pre- and post-surveys. The factors included: Factor 1 (Questioning and Thinking), Factor 2 (Providing Challenges and Choices), Factor 3 (Reading and Writing Assignments), Factor 4 (Curricular Modifications), Factor 5 (Enrichment Centers), and Factor 6 (Seatwork). The data revealed that there was no statistically significant difference for Factors 1 ( p = .245), Factor 2 (p = .290), Factor 4 ( p = .444), Factor 5 (p = .107) and Factor 6 ( p = .574). Factor 3 (p = .0534) may be rejected and support was found for the alternate hypothesis because significant effect was found in the average scores on the surveys between the intervention and control groups F(1,48) = 8.02, p = .007, partial eta2 = .143. Recommendations for the study include working with a larger sample size, that the professional development sessions be extended, allow teachers more time to implement the strategies, and utilize an expert, other than the researcher, to conduct the professional development sessions.
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