Electronic Theses and Dissertations
Identifier
1025
Date
2014
Document Type
Dissertation
Degree Name
Doctor of Education
Major
Instr and Curr Leadership
Concentration
Elementary Education
Committee Chair
Celia Roussea Anderson
Committee Member
Ebenezer Olusegun George
Committee Member
Cathy Meredith
Committee Member
Angiline Powell
Abstract
Abstract The purpose of this research was to explore the relationship between professional development and student achievement by addressing three major standards of professional learning: content, process, and context. This study included 276 teachers from 28 middle schools. Data from this study was gathered using the Standards Assessment Inventory (SAI) survey instrument designed by the Southwest Educational Development Laboratory (SEDL) and publicly available achievement data from the Tennessee Comprehensive Assessment Program (TCAP), a criterion-referenced achievement test. The Standards Assessment Inventory (SAI) was used to examine teachers' perceptions of professional development at the school level.The overall purpose of this study was to collect, analyze, and use existing data to answer the following research question: Based on the National Staff Development Council (NSDC) professional learning standards, is there a positive correlation between teachers' perception of professional development at a school-based level and student achievement?The following sub-questions guided this research: (1) Is there a relationship between the "context" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores? (2) Is there a relationship between the "process" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores? (3) Is there a relationship between the "content" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores?Data for this research was analyzed using statistical computational methods. The results from the data analysis determined that there were several positive significant relationships between the National Staff Development Council standards of professional learning and student achievement.
Library Comment
Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.
Recommended Citation
Jackson, Tamora LaShawn, "Exploring the Relationship between Professional Development and Student Achievement" (2014). Electronic Theses and Dissertations. 867.
https://digitalcommons.memphis.edu/etd/867
Comments
Data is provided by the student.