東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Teachers' Perceptions of Professiona...

Williams, Susan L.

FindBook

Google Book

Amazon

博客來

Teachers' Perceptions of Professional Development Experiences.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' Perceptions of Professional Development Experiences./
作者:	Williams, Susan L.
面頁冊數:	157 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3638324
ISBN:	9781321218916

Teachers' Perceptions of Professional Development Experiences.
Williams, Susan L.

Teachers' Perceptions of Professional Development Experiences. - 157 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--University of Nevada, Reno, 2014.

This item must not be sold to any third party vendors.

This research explored classroom teachers' perceptions concerning their professional development experiences by replicating Lowden's (2003) professional development evaluation questionnaire based on Guskey's (2000, 2002) previous work in this area. Guskey's (2000, 2002) instruments were structured by three major categories and further divided into six levels of professional development evaluation. Teachers from a large western school district in the United States participated in this study. Teachers responded to the Professional Development Questionnaire, as well as three demographic questions pertaining to the individual. The questionnaire included teacher's' total number of years teaching experience, Title 1 status, and teachers' current grade level. Three research questions were used to guide this study to determine if there were any significant differences between the three demographic groups. The findings indicated that there were no significant differences between groups. The data revealed low means and total scores indicating that teachers disagreed or strongly disagreed with statements. Teachers' perceptions of professional development also suggested that professional development topics were irrelevant. Teachers affirmed that they received professional development but believed there was not enough time to implement into practice.

ISBN: 9781321218916Subjects--Topical Terms:

1035576
Education, Leadership.

Teachers' Perceptions of Professional Development Experiences.
LDR:02293nmm a2200289 4500 001 2056149
005 20150429102536.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321218916
035 $a (MiAaPQ)AAI3638324
035 $a AAI3638324
040 $a MiAaPQ $c MiAaPQ
100 1 $a Williams, Susan L. $3 3169885
245 1 0 $a Teachers' Perceptions of Professional Development Experiences.
300 $a 157 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Margaret Ferrara.
502 $a Thesis (Ph.D.)--University of Nevada, Reno, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This research explored classroom teachers' perceptions concerning their professional development experiences by replicating Lowden's (2003) professional development evaluation questionnaire based on Guskey's (2000, 2002) previous work in this area. Guskey's (2000, 2002) instruments were structured by three major categories and further divided into six levels of professional development evaluation. Teachers from a large western school district in the United States participated in this study. Teachers responded to the Professional Development Questionnaire, as well as three demographic questions pertaining to the individual. The questionnaire included teacher's' total number of years teaching experience, Title 1 status, and teachers' current grade level. Three research questions were used to guide this study to determine if there were any significant differences between the three demographic groups. The findings indicated that there were no significant differences between groups. The data revealed low means and total scores indicating that teachers disagreed or strongly disagreed with statements. Teachers' perceptions of professional development also suggested that professional development topics were irrelevant. Teachers affirmed that they received professional development but believed there was not enough time to implement into practice.
590 $a School code: 0139.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Evaluation. $3 1669638
690 $a 0449
690 $a 0443
710 2 $a University of Nevada, Reno. $b Curriculum and Instruction. $3 1026460
773 0 $t Dissertation Abstracts International $g 76-02A(E).
790 $a 0139
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3638324