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The value of National Board Certific...

Alvarado, Amy Edmonds.

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The value of National Board Certification as a professional development experience: Candidates' perspectives.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The value of National Board Certification as a professional development experience: Candidates' perspectives./
作者:	Alvarado, Amy Edmonds.
面頁冊數:	194 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1736.
Contained By:	Dissertation Abstracts International65-05A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3135040
ISBN:	0496822646

The value of National Board Certification as a professional development experience: Candidates' perspectives.
Alvarado, Amy Edmonds.

The value of National Board Certification as a professional development experience: Candidates' perspectives. - 194 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1736.

Thesis (Ph.D.)--University of Virginia, 2004.

This study is a qualitative investigation of the perceptions held by Early Childhood/Generalist candidates for National Board Certification regarding the value of the process as professional development. Through interviews conducted with twelve candidates from Virginia and examination of each candidate's portfolio, the researcher sought to ascertain their beliefs regarding the benefits and drawbacks of this experience and to determine where candidates saw similarities and differences between the certification process and other professional development undertakings.

ISBN: 0496822646Subjects--Topical Terms:

783747
Education, Teacher Training.

The value of National Board Certification as a professional development experience: Candidates' perspectives.
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245 1 4 $a The value of National Board Certification as a professional development experience: Candidates' perspectives.
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520 $a This study is a qualitative investigation of the perceptions held by Early Childhood/Generalist candidates for National Board Certification regarding the value of the process as professional development. Through interviews conducted with twelve candidates from Virginia and examination of each candidate's portfolio, the researcher sought to ascertain their beliefs regarding the benefits and drawbacks of this experience and to determine where candidates saw similarities and differences between the certification process and other professional development undertakings.
520 $a The literature base for this study consists of research on professional development for teachers and effective approaches to designing such experiences. Information from the fields of adult learning, standards-based professional development, and change processes is included as these areas all contribute to the development of high quality professional development. A brief history of the development of the National Board process is included as well as connections between the goals of the Board and the above-mentioned fields of research.
520 $a Interview and portfolio data were analyzed using Erickson's analytic induction method, and the researcher arrived at six assertions regarding candidates' experiences with the certification process. Assertions include information indicating that candidates believe the process itself, and the Board standards specifically, caused them to refocus attention on specific aspects of quality instruction and how it affects students. Candidates also revealed that the process was emotional, primarily because it caused them to focus internally and examine themselves professionally. Data indicate the importance of collaboration centered on evidence of standards mastery. These assertions and the literature were used to develop five components of effective professional development that should be considered when planning learning experiences for teachers.
520 $a Suggestions for further study are included in the hope that the findings of this study can be tested with teachers in other National Board certificate areas and other professional development contexts more generally. These findings can be refined to the point where a comprehensive framework exists by which all professional learning experiences can be designed and measured, thereby improving professional development for teachers for the ultimate benefit of all students.
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