Date of Award

1-1-2012

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education

First Advisor

Frank Tuitt, Ph.D.

Second Advisor

Kathy Green

Third Advisor

Paul Michalec

Fourth Advisor

Roger E. Salters

Abstract

The key to improving education is the classroom teacher. Students must have skillful, highly effective teachers who have consistent access to on going professional development. NCLB offers guidelines for effective professional development. States interpret these guidelines and add their own varied legislative requirements. The current result is an eclectic mix of ideas, methods, and approaches. This investigation explored the current professional development literature through the lens of Jack Mezirow's transformational theory of adult learning. Overlaid with theory was Thomas Guskey's model of effective professional development which resulted in a tool for planning and evaluating ongoing teacher education. A survey crafted around Guskey's five levels of professional development was given to 186 elementary classroom teachers in an inner city school district. Qualitative research methods were used to examine the district's current program effectiveness and to inform recommendations for improving its efficacy for all stakeholders. This study confirmed professional development that valued a teacher's personal background, included their present teaching context and focused on real time applications was considered effective by teachers and thus more likely to effect change in their classroom pedagogy. Additionally, it was beneficial when professional development included time for participants to both personally reflect on and to dialog with other colleagues about their learning. This investigation has implications for those involved in the ongoing education of teachers at every level from inception to evaluation.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Leslie Diane Stahl

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

162 p.

Discipline

Higher education, Educational leadership

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