Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2004

Committee Chair or Co-Chairs

Louise L. MacKay

Committee Members

Terrence A. Tollefson, Russell F. West, Pamela Evanshen, Jasmine R. Renner

Abstract

The development of highly effective teachers is of interest to school systems because the quality of the teachers is associated with students' success. This study explored the relationship between teachers' participation in a job-embedded model of professional development and students' achievement in reading.

Teachers in the third grade and fifth grade at five different elementary schools received more than 100 hours of training. The reading achievement scores of students assigned to these teachers were compared to the scores of students whose teachers did not participate in the training. Findings in this study were mixed. Fifth-grade students whose teachers participated in the model achieved significantly higher reading scores; third graders of the study did not perform at a significantly higher rate than the control group.

The study provides an overview of models of professional development and reviews characteristics of high-quality designs. It might be helpful to school systems interested in implementing training based upon a coaching model of professional development.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.

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