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From Professional Development to Imp...

Depka, Eileen M.

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From Professional Development to Implementation: What Teachers Say Makes Change Happen.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	From Professional Development to Implementation: What Teachers Say Makes Change Happen./
作者:	Depka, Eileen M.
面頁冊數:	136 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.
Contained By:	Dissertation Abstracts International73-12A(E).
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3518304
ISBN:	9781267494573

From Professional Development to Implementation: What Teachers Say Makes Change Happen.
Depka, Eileen M.

From Professional Development to Implementation: What Teachers Say Makes Change Happen. - 136 p.

Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.

Thesis (Ph.D.)--Cardinal Stritch University, 2012.

The success of students across the nation is reliant on the expertise and talents of teachers. Continuous growth and lifelong learning are expectations within the teaching profession. Learning new strategies in order to meet student needs and boost achievement is a constant target. Each year school districts spend millions of dollars on professional development intending to increase the proficiency of their teachers. The impact of dollars spent and professional development delivered, is questionable. Often there is little to no connection between the professional development experienced and increased student achievement. Practices typically are not implemented.

ISBN: 9781267494573Subjects--Topical Terms:

1035576
Education, Leadership.

From Professional Development to Implementation: What Teachers Say Makes Change Happen.
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245 1 0 $a From Professional Development to Implementation: What Teachers Say Makes Change Happen.
300 $a 136 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.
500 $a Adviser: Peter M. Jonas.
502 $a Thesis (Ph.D.)--Cardinal Stritch University, 2012.
520 $a The success of students across the nation is reliant on the expertise and talents of teachers. Continuous growth and lifelong learning are expectations within the teaching profession. Learning new strategies in order to meet student needs and boost achievement is a constant target. Each year school districts spend millions of dollars on professional development intending to increase the proficiency of their teachers. The impact of dollars spent and professional development delivered, is questionable. Often there is little to no connection between the professional development experienced and increased student achievement. Practices typically are not implemented.
520 $a Student achievement is not likely to improve without a change in classroom practices. This is not to say that current practices are wrong, but in order to best impact all students, teachers need to increase their bag of tricks. New practices, a variety of strategies, and deeper content knowledge can only help impact levels of student achievement.
520 $a This book includes a foundation in current research and is based on a research study designed to answer the question, what does it take for teachers to take the step from learning to implementation? This quantitative study was conducted in 2011. Teachers, administrators and consultants were surveyed nationally to gain insights into the components necessary to embed new practices in an effort to impact student achievement. Six themes are identified, the data are analyzed and reported, and implications for schools and districts are addressed.
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650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 $a Cardinal Stritch University. $b Doctoral Leadership Studies. $3 2098341
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