Professional Development Schools: Yesterday's Theories, Today's Reform?

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dc.contributor.author Sebring, Nancy A.
dc.date.accessioned 2007-11-16T19:38:02Z
dc.date.available 2007-11-16T19:38:02Z
dc.date.issued 2003-06
dc.identifier.other 2003 .S22
dc.identifier.uri http://hdl.handle.net/2092/685
dc.description vii, 98 leaves. Advisor: A. Perry Johnston en
dc.description.abstract The purpose of this study was to examine whether two theorized results had been realized by six Colorado high schools participating in professional development school partnerships. A survey was distributed to certified teaching staffs of six demographically similar high schools that had been participating in professional development school partnerships for a minimum of three years. Attributes of the two theories were identified, and respondents were asked to identify the degree to which partnership involvement had resulted in an increase in the identified attributes at their sites. Independent variables utilized in the survey were respondents' number of years in education, level of education and involvement in partnership activities. Null hypotheses of the study were: 1. There are no significant mean differences in collaboration, allocation of resources, research and inquiry and interchange of roles for individuals by differing years experience in education. 2. There are no significant mean differences in collaboration, allocation of resources, research and inquiry and interchange of roles for individuals by differing levels of education. 3. There are no significant mean differences in collaboration, allocation of resources, research and inquiry and interchange of roles for individuals by differing levels of involvement in partnership activities. A between groups factorial design was utilized for the study. Survey data was analyzed with multivariate analysis of variance. Narrative data from two open-ended questions was summarized and reported. Results of the study revealed no statistically significant relationships between years in education and level of education on the dependent variables. Significance was determined between level of involvement on three of the four dependent variables. Follow up ANOVAs revealed that there was significance between respondents who identified their level of involvement as high and those who identified their level of involvement as average on the three variables. Narrative data supported the statistical findings of the study. en
dc.format.extent 5126390 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.publisher Drake University en
dc.relation.ispartofseries Drake University Dissertations, School of Education;2003
dc.subject Professional development schools--Colorado en
dc.subject Professional development schools--Law and legislation en
dc.subject Professional development schools--Reform en
dc.title Professional Development Schools: Yesterday's Theories, Today's Reform? en
dc.type Thesis en


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