Professional Development Urban Schools: What Do Teachers Say?

Abstract: 

This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI).  A total of 271 teachers participated including 134 (n=134) teachers from high-achieving schools, and 137 (n=137) teachers from low-achieving schools. Teachers in high-achieving schools reported receiving professional development more aligned to the 12 NSDC standards for quality professional development than teachers in low-achieving schools. In addition, teachers in high-achieving schools indicated receiving professional development modeled as Professional Learning Communities (PLCs). Findings suggest that high quality professional development designed with elements of professional learning communities contribute to higher student achievement.

This publication has been peer reviewed.
Publication Type: 
Journal Article
Authors: 
Green, T. & Allen, M.
Year of Publication: 
2015
Journal, Book, Magazine or Other Publication Title: 
Journal of Inquiry & Action in Education
Volume: 
6
Issue: 
2
Pages: 
53-79
Publisher: 
Buffalo State, The State University of New York
Date Published: 
Wednesday, February 18, 2015
Place Published: 
Digital Commons @ Buffolo State
Publication Language: 
English
Editors: 
Narua Ceorabi abd Tamara Horstman-Riphahn, Buffalo State College
Boyer's Domain: 

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