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ERIC Number: ED561634
Record Type: Non-Journal
Publication Date: 2013
Pages: 172
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-2672-8
ISSN: N/A
A Mixed-Method Analysis of the Alignment of Title I Achieving Schools' Professional Development to NCLB Professional Development Provisions
Quinn, Kerry
ProQuest LLC, Ph.D. Dissertation, Capella University
The improvement of schools has been a central discussion among educators, legislators, and stakeholders, with professional development being acknowledged as a fundamental topic for the success of the education system. Studying the alignment of professional development programs provided at Title I Achieving schools to NCLB research based professional development provisions provided further understanding of effective high quality professional development and the relationship with the success of students at Title I achieving schools. The quantitative research questions focused on how and to what extent do Title I Achieving elementary schools align professional development opportunities to NCLB professional development provisions. The qualitative research questions focused on how Title I Achieving elementary school teachers describe the alignment of their professional development opportunities to the NCLB professional development provisions based on their experiences and how and to what extent the professional development opportunities at Title I Achieving elementary schools support student success and achievement. An understanding of the relationship between professional development and student achievement was discovered through a mixed methodology study involving an examination of the professional development programs provided in Title I achieving elementary schools in two Southern California counties. Teachers' perceptions of the alignment of professional development opportunities offered to them with the NCLB provisions were gathered through a survey and interviews were used to gather teachers' descriptions of the alignment and the ability of the professional development opportunities to help teachers support student success and achievement. The quantitative results established there was alignment with the four overall NCLB professional development provision groups: increase and improve educators' knowledge and understanding; high quality, sustained and classroom focused; foster learning for all students; and involve stakeholders and the community. The qualitative results established there was alignment with three of the NCLB professional development provisions: increase and improve educators' knowledge and understanding; high quality, sustained, and classroom focused; and foster learning for all students. Teachers did not distinguish alignment with professional development experiences that involved stakeholders and the community. The results further revealed the professional development opportunities focusing on collaboration, support and data were fundamental to the success and achievement of students. [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: Elementary Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I; No Child Left Behind Act 2001