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

How professional development can enh...

Miller, Robert C.

Linked to FindBook

Google Book

Amazon

博客來

How professional development can enhance teacher effectiveness and student success.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	How professional development can enhance teacher effectiveness and student success./
Author:	Miller, Robert C.
Description:	120 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: 3295.
Contained By:	Dissertation Abstracts International70-09A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3372237
ISBN:	9781109349108

How professional development can enhance teacher effectiveness and student success.
Miller, Robert C.

How professional development can enhance teacher effectiveness and student success. - 120 p.

Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: 3295.

Thesis (Ph.D.)--Capella University, 2009.

This study explored how professional development enhanced innovative instruction and achievement within the learning environment. A student-centered environment particularly helped students in the areas of reading and math. This allowed teachers to use a combination of instructional strategies to meet the students' needs. Today's students no longer benefitted from one instructional approach. Today, all students needed an enhancement in their learning. The best way to do this was through professional development experiences that offered improved classroom practice and strengthened community relationships. The areas focused upon were curriculum and instruction, the learning climate for students, social services for students, and parental-community support for the students. The study for this research was developed from a qualitative theoretical framework related to the learning action model. The learning action model prepared the teacher to develop professionally, in an effort to equip the students to develop emotionally, socially, and physically in the chosen learning environment. The researcher developed a 27-question survey to be given to two hundred and fifty (250) faculty and staff. The participants returned the questionnaire within a two-week period. The participants were randomly selected for the purposes of the study. The participants were males and females, crossing various ethnic groups from District 23 of Area 6 of the Chicago Public Schools roster. The results examined the use of teacher developed professional development programs and whether or not student achievement in the learning environment increased.

ISBN: 9781109349108Subjects--Topical Terms:

783747
Education, Teacher Training.

How professional development can enhance teacher effectiveness and student success.
LDR:02658nam 2200313 4500 001 1394072
005 20110419112713.5
008 130515s2009 ||||||||||||||||| ||eng d
020 $a 9781109349108
035 $a (UMI)AAI3372237
035 $a AAI3372237
040 $a UMI $c UMI
100 1 $a Miller, Robert C. $3 1025116
245 1 0 $a How professional development can enhance teacher effectiveness and student success.
300 $a 120 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: 3295.
500 $a Adviser: Phillip Corkill.
502 $a Thesis (Ph.D.)--Capella University, 2009.
520 $a This study explored how professional development enhanced innovative instruction and achievement within the learning environment. A student-centered environment particularly helped students in the areas of reading and math. This allowed teachers to use a combination of instructional strategies to meet the students' needs. Today's students no longer benefitted from one instructional approach. Today, all students needed an enhancement in their learning. The best way to do this was through professional development experiences that offered improved classroom practice and strengthened community relationships. The areas focused upon were curriculum and instruction, the learning climate for students, social services for students, and parental-community support for the students. The study for this research was developed from a qualitative theoretical framework related to the learning action model. The learning action model prepared the teacher to develop professionally, in an effort to equip the students to develop emotionally, socially, and physically in the chosen learning environment. The researcher developed a 27-question survey to be given to two hundred and fifty (250) faculty and staff. The participants returned the questionnaire within a two-week period. The participants were randomly selected for the purposes of the study. The participants were males and females, crossing various ethnic groups from District 23 of Area 6 of the Chicago Public Schools roster. The results examined the use of teacher developed professional development programs and whether or not student achievement in the learning environment increased.
590 $a School code: 1351.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Administration. $3 626645
690 $a 0449
690 $a 0514
690 $a 0530
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 70-09A.
790 1 0 $a Corkill, Phillip, $e advisor
790 1 0 $a McIntyre, Melissa $e committee member
790 1 0 $a Reynolds, Larry $e committee member
790 $a 1351
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3372237