An outcome evaluation study of the impact of intensive and ongoing professional development on teacher content knowledge and teacher pedagogical knowledge

Permanent URL: http://hdl.handle.net/2047/D20194209
Title:
An outcome evaluation study of the impact of intensive and ongoing professional development on teacher content knowledge and teacher pedagogical knowledge
Creator:
Soliday, Carrie Adams (Author)
Contributor:
Unger, Christopher (Advisor)
Brown, Ronald (Committee member)
Thew, Michael D. (Committee member)
Burkins, Donald E. (Committee member)
Language:
English
Publisher:
Boston, Massachusetts : Northeastern University, 2015
Date Accepted:
February 2015
Date Awarded:
May 2015
Type of resource:
Text
Genre:
Dissertations
Format:
electronic
Digital origin:
born digital
Abstract/Description:
The purpose of this outcome evaluation study is to investigate the impact of intensive, ongoing professional development on teacher content knowledge, teacher pedagogical knowledge and perception of the presence of the core features of effective professional development. The framework for effective professional development informed the design and analysis of this mixed qualitative and quantitative study. In addition, a literature review of professional development is provided to inform the study. The research questions are as follows: (1) What is the impact of an intensive, on-going professional development on K-8 teachers' mathematical content knowledge?, (2) What is the impact of an intensive, on-going professional development program on K-8 teachers' pedagogical knowledge?, and (3) How did teachers of grades K-8 perceive the presence of the core features effective professional development in the intensive, ongoing professional development? An outcome evaluation study was used to determine the impact of sponsorship, contact hours, collective participation, sustained time, focus on content knowledge, active learning, coherence, and public examination of practice on the outcome of enhanced knowledge and skill of the participants in a ten-week, intensive, ongoing professional development program. It is evident that utilization of the framework for effective professional development impacts teacher content knowledge and teacher pedagogical knowledge. The analysis of the intensive, ongoing professional development program potentially informs other professional development providers with practices to improve the outcomes of teacher professional learning.
Subjects and keywords:
effective professional development
professional development
teacher content knowledge
teacher in-service
teacher pedagogical knowledge
Mathematics teachers -- In-service training -- Evaluation
Mathematics teachers -- Training of -- Evaluation
Pedagogical content knowledge
Mathematics -- Study and teaching (Elementary)
Mathematics -- Study and teaching (Secondary)
Effective teaching
DOI:
https://doi.org/10.17760/D20194209
Permanent Link:
http://hdl.handle.net/2047/D20194209
Use and reproduction:
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