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ERIC Number: ED553771
Record Type: Non-Journal
Publication Date: 2013
Pages: 142
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-0243-1
ISSN: N/A
A Medical-Model Professional Development School: Effects of Training Experience on the First Year of Teaching
Ray, Trisha Gerrish
ProQuest LLC, Ed.D. Dissertation, Texas A&M University - Commerce
The purpose of this study was to determine the difference in teacher efficacy for classroom management, instructional strategies, and student engagement between teachers who trained in a full-time, yearlong, medical-model professional development school (PDS) and their experience as a first year teacher in comparison to teachers who participated in traditional, university-based student teaching. This study investigated self-reported perceptions of teacher efficacy related to first year teaching after the teacher practiced in the profession for at least one year. Using quantitative research procedures, a survey assessing " Teachers' Sense of Self-Efficacy" (Tschannen-Moran & Hoy, 2001) invited participants to reflect upon and to assess their first year of teaching. Participants included two groups: one group which student taught in the district PDS and the other group which student taught in a traditional, university-based program. All participants experienced their first year of teaching in the research site district. Results indicate a higher mean score for PDS on each of the 24 survey items. ANOVA results of the aggregate score of all items show a statistically significant difference between the groups of PDS and traditional student teaching. ANOVA results also indicate a statistically significant difference between groups in the strand of classroom management and student engagement. No statistically significant differences were reported between groups in the area of instructional strategies. A Mann-Whitney U statistical test confirmed ANOVA results. The findings of this study indicate that teachers who train in a yearlong, medical-model professional development school feel that they were better equipped to provide quality instruction in terms of effective strategies, student engagement, and behavioral management. The teachers were able to make such a determination after having taught for a period of one to seven years. The researcher recommends that prospective PDS schools build strong partnerships between the district, the university, and the PDS campus. Further research studies should include an attempt to isolate the constructs of adult learning theory, extended training time, authentic experiences, embedded curriculum, quality mentors, and compensation to determine if any one element is more effective than the other or if there is a combination of constructs that would maximize effectiveness. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A