ERIC Number: EJ947805
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 19
Characteristics of Effective Professional Development: An Examination of the Developmental Designs Character Education Classroom Management Approach in Middle Grades Schools
Hough, David L.
Middle Grades Research Journal, v6 n3 p129-143 2011
More than 2,300 teachers in 241 schools across 25 states participating in a professional development approach to character education classroom management known as Development Designs 1 and Developmental Designs 2 (DD1 & DD2) were studied throughout the 2008-2009 academic school year. Data from this longitudinal program evaluation indicate that teachers implement a number of classroom management strategies at high levels only after having participated in sustained professional development provided by content experts over an extended period of time. In addition, classroom-based "coaching" was found to provide a value-added component that enhances program implementation as well as teaching and learning outcomes. Level of program implementation in high poverty schools, defined as those with 50% + students receiving free or reduced lunches, was examined in an effort to determine relationships associated with improved student behavior, attendance, and achievement. High-poverty schools were found to meet or exceed adequate yearly progress (AYP) criteria at significantly higher rates when 75% + of their teachers implemented DD1 and DD2 for 2 or more years.
Descriptors: Classroom Techniques, Poverty, Program Evaluation, Program Implementation, Middle Schools, Professional Development, Middle School Teachers, Low Income Groups, Achievement Gains, Developmentally Appropriate Practices, Program Effectiveness, Citizenship Education, Correlation, Student Behavior, Attendance Patterns, Academic Achievement
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Authoring Institution: N/A