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ERIC Number: EJ1133585
Record Type: Journal
Publication Date: 2015
Pages: 27
Abstractor: As Provided
ISSN: EISSN-2159-1474
Professional Development Urban Schools: What Do Teachers Say?
Green, Tanya R.; Allen, Mishaleen
Journal of Inquiry and Action in Education, v6 n2 p53-79 2015
This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving schools, and 137 (n = 137) teachers from low-achieving schools. Teachers in high-achieving schools reported receiving professional development more aligned to the 12 National Standards Development Council (NSDC) standards for quality professional development than teachers in low-achieving schools. In addition, teachers in high-achieving schools indicated receiving professional development modeled as Professional Learning Communities (PLCs). Findings suggest that high quality professional development designed with elements of professional learning communities contribute to higher student achievement.
Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A