Abstract/Details

Improving instructional practice: The value of classroom goal teams as measured by elementary teachers' perceptions


2004 2004

Other formats: Order a copy

Abstract (summary)

Student achievement is in the forefront of education as never before. Educators, parents, business leaders, community members, and politicians are all actively watching reports of student achievement. Wong (2003) found in more than 200 studies, the only way to improve student achievement is with a knowledgeable and skillful teacher. The expertise of a teacher is a critical variable in effecting student achievement (Marzano, 2003). In this study, Classroom Goals Team Project (CGTP) was utilized as a professional development program to bring about improvements in teaching and learning in an effort to positively impact student achievement. The CGTP, implemented in a suburban school district in Nebraska, is a process where classroom teachers were asked to identify an area of concern within their classroom based upon student performance assessment data.

The major finding of the CGTP indicates the teachers of this district view the CGTP as an effective professional development model and classroom goals team meetings were perceived as productive by 89% of the teachers. Other findings of this study focus on the impact of five constructs identified in the research as critical to effective professional development programs. These constructs are: learning community/collaborative teams, quality teaching/instructional practices, leadership, data driven decision making, and equity.

A benefit of the CGTP was the foundation for fundamental change in attitudes and perceptions of what professional development looks like and sounds like in this district. Professional development has gone beyond a one day, shot in the dark event to a much higher level of active engagement and monitoring of successful implementation with consistent and frequent feedback from peers. Students had an increased opportunity to learn through the CGTP, which according to Berlinger & Biddle (1997) is the single most powerful predictor of student achievement. The results of the review of literature and the data from this study support the need to have a professional development program, which is student achievement driven, and teacher focused in learning communities.

Indexing (details)


Subject
Curricula;
Teaching;
Elementary education
Classification
0727: Curricula
0727: Teaching
0524: Elementary education
Identifier / keyword
Education; Classroom Goals Team Project; Elementary teachers; Instructional practice; Study teams
Title
Improving instructional practice: The value of classroom goal teams as measured by elementary teachers' perceptions
Author
Rodenburg, Debra J. Easton
Number of pages
94
Publication year
2004
Degree date
2004
School code
1060
Source
DAI-A 66/05, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542148484, 054214848X
Advisor
Dappen, Leon
University/institution
University of Nebraska at Omaha
University location
United States -- Nebraska
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3175895
ProQuest document ID
305054681
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305054681
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.