Education Commons^™

The Effects Of Professional Development On Elementary Students’ Mathematics Achievement, Jonathan L. Brendefur, Keith W. Thiede, Sam Strother, Dan Jesse, John Sutton

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

This paper describes the effects of a professional development (PD) program – Developing Mathematical Thinking – on student achievement. Six Title I elementary schools with similar demographics, within one school district, were chosen to participate as either a treatment or comparison school. Three schools were chosen to participate in professional development that incorporates effective PD recommendations. All the teachers had to participate in all aspects of the PD, thereby eliminating potential self-selection bias. Using the state standardized achievement test as the before and after measure, results suggest improved student performance after professional development was implemented over a two year period.

A Correlational Study Of Teacher Efficacy And Culturally Responsive Teaching Techniques In A Southeastern Urban School District, Roberta F. Callaway

Education Dissertations and Projects

This study investigated the level of personal and general teacher efficacy of teachers from three high schools within a southeastern urban school district. Additional research questions focused on correlational relationships between teacher efficacy and culturally responsive teaching, instructional strategies, student engagement, and classroom management as measured by the Teacher Efficacy Scale (TES), Culturally Responsive Teaching Techniques (CRTT) Scale, and Teachers’ Sense of Efficacy Scale (TSES).

This study was conducted in a large urban school district located in the mid-Atlantic region of the United States; three of the five high schools in the district participated. The CRTT Scale and TSES were …

The Influence Of Length Of School Day On Grade 4 And Grade 5 Language Arts And Mathematics Performance In The State Of New Jersey, Meghan M. Plevier

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this relational, non-experimental, explanatory, cross sectional study with quantitative methods was to explain the influence of length of school day, if any, on Grade 4 and Grade 5 student achievement in Language Arts and Mathematics as measured by the high-stakes New Jersey standardized test entitled New Jersey Assessment of Skills and Knowledge (NJ ASK) 2011. Additionally, the study examined the influence of other student, staff, and school variables such as student mobility, student attendance, percentage of students eligible for free and reduced-price lunch (SES), percentage of students with limited English proficiency (LEP), percentage of students with disabilities, …

The Relationship Between Student Achievement And Professional Learning Communities At The Middle School Level, Michael S. Burde

Dissertations

For nearly two decades, schools throughout the United States and beyond have utilized the Professional Learning Community (PLC) model to foster teacher collaboration in hopes of improving student achievement outcomes. At the turn of the century, much of the research suggested a positive relationship between student achievement outcomes and the implementation of PLC’s in the school setting. The more recent research suggests little to no relationship between PLC’s and student achievement outcomes.

In an effort to bring clarity to the conflicting research, data was collected from a sample of 12 schools which included 275 teachers and nearly 6,000 students. Teacher …

Called To Serve: A Choice To Teach In A High-Need School, Bradley Lichtfuss

Student Presentations

This project examined the current intent of undergraduate students here at St. Norbert College, specifically looking at where they intend to teach. It also examined how they would respond to financial incentives to join an urban education program and go and teach in a high-need school for three years.

Relationship Between Teacher Inquiry Science Instruction Self-Efficacy And Student Achievement, Grace Hanners

Walden Dissertations and Doctoral Studies

Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's …

What If I Can't Plc?, Lindsay Lee, Audrey Moore, Angela Szakasits, Cynthia Wortham

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this learning module is to provide information for teachers and administrators to learn ways to overcome barriers to participate in PLCs. The goal of this learning module is to provide teachers and administrators with resources to employ facilitation skills, create trust among colleagues, develop collective wisdom, build ownership, and take action to support student learning.

Visit professional learning module.