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

The Effect of Key Features of High Q...

Pain, Keith.

Linked to FindBook

Google Book

Amazon

博客來

The Effect of Key Features of High Quality Professional Development on Student Achievement in Reading and Mathematics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Key Features of High Quality Professional Development on Student Achievement in Reading and Mathematics./
Author:	Pain, Keith.
Description:	282 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687901
ISBN:	9781321658934

The Effect of Key Features of High Quality Professional Development on Student Achievement in Reading and Mathematics.
Pain, Keith.

The Effect of Key Features of High Quality Professional Development on Student Achievement in Reading and Mathematics. - 282 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (D.Ed.)--University of St. Francis, 2015.

The purpose of this study was to ascertain whether there is a relationship between various components of professional development and student achievement in reading and mathematics in elementary schools in the suburban Chicago area. A convenience sample of schools engaged in active professional development programs was selected and analyzed with respect to the five core feature of high quality professional development: (a) content focus, (b) active learning, (c) coherence, (d) duration, and (e) collective participation, and how well professional development is perceived to be grounded in meaningfulness for the teachers in each school. Schools were analyzed with respect to growth or lack of growth in reading and mathematics Illinois State Achievement Test (ISAT) scores following a year-long school professional development program. Two types of research designs guided this study. First, in order to determine whether professional development influences student achievement in reading and mathematics, a quasi-experimental ex-post facto design using a Likert survey completed by school principals was utilized. For the groups with a defined professional development program in reading or mathematics, a correlational design guided the second part of this study in order to measure the influence of the key features of professional development and meaningfulness on student achievement. This study found that statistically and significantly higher student achievement in mathematics is influenced by the perception of meaningfulness in a professional development program. While other null hypotheses could not be rejected, there were many other statistically and significant findings with respect to disaggregated groupings of the study sample.

ISBN: 9781321658934Subjects--Topical Terms:

529436
Educational leadership.

The Effect of Key Features of High Quality Professional Development on Student Achievement in Reading and Mathematics.
LDR:02711nmm a2200289 4500 001 2066321
005 20151223084720.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321658934
035 $a (MiAaPQ)AAI3687901
035 $a AAI3687901
040 $a MiAaPQ $c MiAaPQ
100 1 $a Pain, Keith. $3 3181104
245 1 4 $a The Effect of Key Features of High Quality Professional Development on Student Achievement in Reading and Mathematics.
300 $a 282 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Advisers: Robert Barwa; Stephen Midlock.
502 $a Thesis (D.Ed.)--University of St. Francis, 2015.
520 $a The purpose of this study was to ascertain whether there is a relationship between various components of professional development and student achievement in reading and mathematics in elementary schools in the suburban Chicago area. A convenience sample of schools engaged in active professional development programs was selected and analyzed with respect to the five core feature of high quality professional development: (a) content focus, (b) active learning, (c) coherence, (d) duration, and (e) collective participation, and how well professional development is perceived to be grounded in meaningfulness for the teachers in each school. Schools were analyzed with respect to growth or lack of growth in reading and mathematics Illinois State Achievement Test (ISAT) scores following a year-long school professional development program. Two types of research designs guided this study. First, in order to determine whether professional development influences student achievement in reading and mathematics, a quasi-experimental ex-post facto design using a Likert survey completed by school principals was utilized. For the groups with a defined professional development program in reading or mathematics, a correlational design guided the second part of this study in order to measure the influence of the key features of professional development and meaningfulness on student achievement. This study found that statistically and significantly higher student achievement in mathematics is influenced by the perception of meaningfulness in a professional development program. While other null hypotheses could not be rejected, there were many other statistically and significant findings with respect to disaggregated groupings of the study sample.
590 $a School code: 1675.
650 4 $a Educational leadership. $3 529436
650 4 $a Mathematics education. $3 641129
650 4 $a Reading instruction. $3 2122756
690 $a 0449
690 $a 0280
690 $a 0535
710 2 $a University of St. Francis. $b Education. $3 3181102
773 0 $t Dissertation Abstracts International $g 76-08A(E).
790 $a 1675
791 $a D.Ed.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687901