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The Effects of a Professional Development School Program on Student Achievement as Measured by the Iowa Test of Basic Skills, Teacher Perceptions of School Climate, and Pre-Service Teacher Reflections

Creasy, Kim
http://rave.ohiolink.edu/etdc/view?acc_num=akron1134505532

Abstract Details

2005, Doctor of Philosophy, University of Akron, Elementary Education.
Professional Development Schools are innovations in which universities are joined with schools. Commonly teacher candidates are immersed in one setting. Early PDS research tended to focus on one aspect of a program. Those aspects of PDS studied were typically student achievement, the professional development of faculty, or teacher candidate preparation. The focus of this research was to look at those same aspects from a multi-dimensional view to determine the benefits for each group. Some form of evaluation must be developed to provide evidence of the efficacy of PDS for all stakeholders. The question one must ask of any PDS is: What difference does a PDS have on student achievement? Analysis was run to investigate the effectiveness of PDS regular education instruction as it related to achievement. This was measured by the Iowa Test of Basic Skills in comparison groups and in contrast to the instruction regular education students traditionally receive and their achievement on the same tests. This dissertation was a mixed methods study utilizing quantitative research when investigating the effects of a PDS program on student achievement, and teachers’ perceptions of school climate. This 2-year study used qualitative research when analyzing pre-service teacher reflections in one setting and at one teacher preparatory institution that is part of a state-wide system. Teacher demographic data was obtained by surveying regular education teachers in the school (PDS and traditional). Using the ITBS, the NASSP's Comprehensive Assessment of School Climate instrument, and Loucks and Hall's Concerns-Based Adoption Model, this study investigated the students' achievement, the classroom teachers' perceptions of climate, and analysis of teacher candidates' reflective journals. When measuring achievement using the ITBS, it was found that five of the six hypotheses tested, while not statistically significant, were in the predicted direction. This quantitative data is supportive of a trend that a positive relationship exists between this PDS setting and academic gain. Results indicated that teachers participating in the PDS scored significantly higher on the NASSP School Climate Survey. Additionally, the self-reported reflective journal themes of the teacher candidates matched the CBAM, indicating that these pre-service teachers were developing as teaching professionals.
Carole Newman (Advisor)
181 p.
PDS; PROFESSIONAL DEVELOPMENT SCHOOL; teacher candidates; SCHOOL CLIMATE

Recommended Citations

Citations

  • Creasy, K. (2005). The Effects of a Professional Development School Program on Student Achievement as Measured by the Iowa Test of Basic Skills, Teacher Perceptions of School Climate, and Pre-Service Teacher Reflections [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1134505532

    APA Style (7th edition)

  • Creasy, Kim. The Effects of a Professional Development School Program on Student Achievement as Measured by the Iowa Test of Basic Skills, Teacher Perceptions of School Climate, and Pre-Service Teacher Reflections. 2005. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1134505532.

    MLA Style (8th edition)

  • Creasy, Kim. "The Effects of a Professional Development School Program on Student Achievement as Measured by the Iowa Test of Basic Skills, Teacher Perceptions of School Climate, and Pre-Service Teacher Reflections." Doctoral dissertation, University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1134505532

    Chicago Manual of Style (17th edition)

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This open access ETD is published by University of Akron and OhioLINK.