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ERIC Number: ED567398
Record Type: Non-Journal
Publication Date: 2014
Pages: 84
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-0945-3
Finding the Time: Restructuring Professional Development, Revitalizing Achievement
Gerringer, Stacey L.
ProQuest LLC, Ed.D. Dissertation, Wilmington University (Delaware)
Research has made it clear, the effectiveness of teachers vary greatly (Nye, Konstantopoulos, & Hedges, 2004), and teacher differences account for some of the variation in student achievement (Rowan, Correnti, & Miller, 2002). The federal act of mandating teachers to be "Highly Qualified" will not single-handedly improve student gains as research illustrates teacher credentials alone have little impact on student achievement (Leak & Farkas, 2011; Hill, Rowan, & Ball, 2005; Wilson & Floden, 2003). Effective teachers require multiple opportunities for continuous learning. This executive position paper explores the power of professional development and its influence on student achievement. School-based professional development programs are described as well as the documented effects on student achievement. Teachers' perceptions of school-based and state-wide professional development are examined and evaluated. Using research as a guide, the author provides a systemic framework for school systems to create consistent, job-embedded opportunities that are differentiated, content focused and provide multiple opportunities for collaboration to refine instructional practice. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A