Measuring Change in Teachers' Perceptions of the Impact that Staff Development Has on Teaching.

Hall, Lisa A.; McDonald, Jo-Anne L.

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Record Details - ED441789

Title: Measuring Change in Teachers' Perceptions of the Impact that Staff Development Has on Teaching.

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Title:	Measuring Change in Teachers' Perceptions of the Impact that Staff Development Has on Teaching.
Authors:	Hall, Lisa A.; McDonald, Jo-Anne L.
Descriptors:	Attitude Change; Attitude Measures; Elementary Education; Elementary School Teachers; Evaluation Methods; Faculty Development; Inservice Teacher Education; Program Evaluation; Reading Instruction; Teacher Attitudes; Teacher Improvement
Source:	N/A
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Publisher:	N/A
Publication Date:	2000-04-00
Pages:	20
Pub Types:	Reports - Research; Speeches/Meeting Papers
Abstract:	This study compared data from an evaluation of one school district's teacher staff development programs, using the True Score Theory and Item Response theory. Participants were elementary school teachers who reported on 20 staff development programs in reading. They completed the Teachers' Perception of the Impact of a Staff Development (TPISD), which examined how they thought, felt, and taught following staff development. The TPISD was given during the spring and the fall to assess whether the initial reported impact changed once teachers applied what they learned in the classroom. Data were analyzed under the assumptions of the True Score Theory and the Item Response theory. Use of the True Score Theory for evaluating change in scores on the TPISD across 4 months provided no evidence of change. Item Response Theory analysis indicated that 26 percent of the scores changed significantly across 4 months, which is far more than would be expected by chance using a 95-percent confidence interval. By using corrected person scores obtained during the stability analysis, more certainty was gained that change in scores was due to changes in the level of the measured variable rather than changes in the measure itself. (Contains 11 references.) (SM)
Abstractor:	N/A
Reference Count:	N/A

Note:	Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
Identifiers:	N/A
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education

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