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ERIC Number: EJ718131
Record Type: Journal
Publication Date: 2004
Reference Count: 15
Characteristics and Perceived Effectiveness of Staff Development Practices in Selected High Schools in South Dakota
Educational Research Quarterly, v28 n2 p3-18 2004
The purpose of this study was to determine the characteristics and perceived effectiveness of staff development practices in selected high schools in South Dakota. The review of literature and research related to staff development examined the following questions: What types of staff development practices are being employed to encourage and promote the professional growth of teachers? In which types of staff development activities have teachers participated during the past two years? How are staff development activities planned? Who comprises the planning committee for staff development? What types of planned evaluation of staff development activities are utilized? How much input do teachers feel they have in planning, and implementing staff development activities? The analysis of the data suggested that well organized meetings that are short and to the point with practical information that teachers can take to their classrooms are among the staff development practices that teachers prefer. The primary recommendation to emerge from the study focused on increased involvement and cooperation among teachers and principals in planning, implementing, and evaluating staff development activities.
Descriptors: Program Effectiveness, High Schools, Faculty Development, Secondary School Teachers, Educational Methods, Teacher Improvement, Program Development, Cooperative Planning, Teacher Participation, Teacher Attitudes
Behavioral Research Press, LLC, Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Location: South Dakota