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The purpose of this causal comparative study was to understand the differences in comparative data across a large urban school district and to examine the continued effects of the PLC model on teacher and leader perception of the model and student achievement as measured by the 2012 and 2014 FCAT 2.0 Reading and Mathematics. The population for this study included all instructional and leadership personnel in schools within the target school district, with a final convenience sample across the two school years of N=5,954.
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.
ABSTRACT: Before investing a large amount of human and financial resources in grade configuration redesign, urban school administrators need to understand whether it is the large structural changes, like grade configuration redesign, or whether it is the practices implemented within those larger structures that make the biggest impact on student achievement. In this study, 32 K-8 configured schools in the southeast United States are paired with 32 6-8 configured schools with comparable SES and minority rates within the same urban school district. This research uses the results from 192 educator surveys to determine the implementation level of established model practices, including interdisciplinary teaming, common teacher planning, heterogeneous grouping, advisory periods, exploratory courses, and looping. In addition, the reading and math achievement gain scores from the Florida Comprehensive Test of 12,727 sixth grade students are used to determine if there is a relationship between any of the practices, the grade level configuration of the school and student achievement in an urban setting. There were differences in student achievement by grade configuration, with the students in K-8 schools making significantly greater gains in both reading and math; however, that increase may well be due to other factors such as grade level size or socioeconomic differences rather than the configuration of the school. Of the model practices examined, interdisciplinary teaming was the only model practice that had a significant difference in level of implementation, which was higher in the K-8 configured schools. When achievement gains were compared to the level of implementation of each of the six model practices, no significant relationships were found. Finally, there was no difference in combined effects of grade configuration and implementation of model level practices with gains in student achievement in reading or mathematics.
Professional development for educators is a yearly process that is created by districts in an effort to improve student achievement. This a comparative study that examines faculty member's opinions on the effectiveness of professional development and how that impacts student data. The study compares data of a northwestern school district between the years of 2009-2013 to analyze how student performance progressed while researched based professional development was being implemented. The findings of this study suggest that this Northwest Missouri school district is working to create high quality professional development that relates to School Improvement plans and helps both students and teachers be successful. Future research should focus on the impact of specific professional development and find what programs have the greatest impact on student learning and instructional strategies.