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ERIC Number: ED555989
Record Type: Non-Journal
Publication Date: 2013
Pages: 142
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-1507-1
School District Professional Learning: Teachers' Perceptions of Instructional Leadership, Teacher Practice, and Student Learning
Avery, Christine M.
ProQuest LLC, Ed.D. Dissertation, Seattle University
This dissertation study includes an evaluation of a school district model of professional learning that aims to improve school administrators' instructional leadership skills and teacher practice to positively impact student learning. This study employs a valid and reliable survey instrument that measures professional learning standards. The narrow content focus of this model of professional learning is formative assessment practices. The findings of this study may inform policymakers, professional learning developers, and school districts interested in an effective model of school administrator and teacher professional learning. The design of this study is quantitative and a purposive convenience sample was sought. Participants include secondary school teachers (n = 281). This dissertation study includes descriptive and bivariate correlational statistics to determine the relationships among variables. [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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A