Masters Thesis

Teachers' perspectives: school restructuring provides ongoing teacher collaboration

Federal and state policy have emphasized staff development on underperforming schools to foster professional growth having as its ultimate goal improving student learning. Nonetheless, research has continuously revealed a gap between staff development and the transfer of training and implementation of acquired learning (Joyce & Showers, 1996). Some of the factors associated with this gap include: 1) limited ongoing support to teachers after trainings; 2) teacher isolation; and 3) limited research that defines and characterizes effective teaching methodologies that demonstrate improved student performance. The research for this study was guided by the following questions: 1)What effect do grade level teams and at large support staff have on teachers' instructional practices? 2)What are teachers' perspectives regarding teacher collaboration?

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