Abstract/Details

Teacher Study Groups: Toward a Model of Differentiated Professional Development


2011 2011

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Abstract (summary)

While there is extensive research related to the study of high-quality professional development, the research shows that there is limited evidence to indicate that teachers are provided with this type of professional development on a consistent, ongoing basis. The research also suggests that there is a lack of adequate evidence to show that professional development is being successfully targeted to those teachers who need it (Porter, Garet, Desimone, Yoon, & Birman, 2000; Sykes, 1996). This dissertation constitutes a case study of one professional development model, teacher study groups, commonly called a "differentiated" model, namely one that is aimed to help specific teachers with distinct help. The differentiated model that this study examined is modeled after the teacher study group (TSG) concept.

This study used survey and interview methods to collect data about the history of the model used during this study, the practice itself, the participants in the specific case, the participants' perceptions of their experience, and the process and outcomes, as well as other related features.

A survey was distributed to all 22 regular, K-6 classroom teachers employed at one elementary (K-6) school that served as the subject in this study. Interviews were also conducted with the professional development provider, the site principal, and 4 classroom teachers. Results of the study were compared with previous work on the subject and suggestions for further research were made. In particular, implications for practice were offered with regard to the TSG model for use as a differentiated professional development program.

Indexing (details)


Subject
Educational leadership;
Teacher education
Classification
0449: Educational leadership
0530: Teacher education
Identifier / keyword
Education; Differentiated model; Elementary; Professional development; Study groups; Teacher perception; Teacher study groups
Title
Teacher Study Groups: Toward a Model of Differentiated Professional Development
Author
Fox-Mallory, Michelle Elizabeth
Number of pages
150
Publication year
2011
Degree date
2011
School code
0035
Source
DAI-A 73/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781267194107
Advisor
Glasman, Naftaly
Committee member
Conley, Sharon; Dixon, Carol
University/institution
University of California, Santa Barbara
Department
Education
University location
United States -- California
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3495675
ProQuest document ID
923804211
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/923804211
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