Abstract/Details

Teacher change facilitated by sustained School Situated Professional Development: Exemplar learning of Technology Enhanced Formative Assessment (TEFA)


2009 2009

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Abstract (summary)

This case study instantiates longitudinal change over a two year period by examining the role of School Situated Sustained Professional Development (SSSPD) on the evolution of the participant’s practice. The participant was a secondary science teacher who emerged as an exemplar in integrating Technology Enhanced Formative Assessment (TEFA) pedagogy into her practice, which was facilitated by personal response systems (PRS). The research question was: What could be revealed about the impact of SSSPD by studying teacher learning of a teacher who emerged as an exemplar? The participant was one of ten teachers learning the TEFA pedagogy. Professional development (PD) that facilitates change in teachers’ practice and that sustains those changes over time is critical. Findings were triangulated from seven quantitative and qualitative data sets including monthly surveys, lesson observations, journal entries, interviews and action research sessions. The major findings of the study were: (1) implementing TEFA led to changes in the participant’s practice, and (2) the SSSPD model was instrumental in the participant learning how to implement TEFA. Findings also revealed changes in the participant’s beliefs, teaching strategies and in her modification of TEFA. Eight elements of teacher change were identified which were used to develop the Elements of Teacher Change in Adoption of Pedagogy (ETCAP) model. Gaining a better understanding of the SSSPD model and its potential as an effective model for PD is dependent on proving its effectiveness in promoting teacher change and sustaining that change over time.

Key words: professional development, Technology Enhanced Formative Assessment, personal response systems, teacher change, teacher learning

Indexing (details)


Subject
Teacher education;
Educational technology
Classification
0530: Teacher education
0710: Educational technology
Identifier / keyword
Education; Personal response systems; Professional development; Teacher change; Teacher learning; Technology Enhanced Formative Assessment
Title
Teacher change facilitated by sustained School Situated Professional Development: Exemplar learning of Technology Enhanced Formative Assessment (TEFA)
Author
St. Cyr, Karen
Number of pages
273
Publication year
2009
Degree date
2009
School code
0118
Source
DAI-A 70/03, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781109059533
Advisor
Feldman, Allan
Committee member
Gerace, William; Sullivan, Florence
University/institution
University of Massachusetts Amherst
Department
Education
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3349743
ProQuest document ID
304921051
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304921051
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