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ERIC Number: ED551219
Record Type: Non-Journal
Publication Date: 2012
Pages: 165
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-5522-3
Moving Forward on Common Ground: A Mixed Methods Exploration of National Standards and School District Implementation
Cogan, Sharon K.
ProQuest LLC, Ed.D. Dissertation, University of Nevada, Las Vegas
There is extant literature regarding teacher professional development; however, there is limited research in the area of "high-quality" teacher professional development practices which are advocated for at the government and district levels based on Learning Forward's (formerly National Staff Development Council--NSDC) guidelines for school reform. The intent of this proposed research study is to examine the professional development practices of three elementary schools in a large urban area in the southwest region of the United States, and how well the professional development practices align with Learning Forward's national standards for constructing effective professional development. Administrators and teachers anonymously in person completed the Standards Assessment Inventory (SAI) survey instrument. The survey is based upon the National Staff Development Council's (NSDC) standards currently known as Learning Forward in the three strands of (a) context, (b) process, and (c) content. A qualitative research paradigm (Phase 2) was used to analyze the semi-structured open-ended interview questions. The researcher conducted face-to-face interviews with the principals and three teachers from each of the identified schools. The phases occurred sequentially and had equal status. The findings from the research can be used as recommendations to key players (e.g., district professional development facilitators, principals, coaches, etc.) to guide in the improvement of future teacher professional development programs which will impact the academic achievement outcomes of our nation's greatest resource--America's children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A