An Empirical Study Of The Promise And Effectiveness Of Teachers From Professional Development Vs. Traditional Models Of Education
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Authors
Coffelt, Tanya
Issue Date
2013-12
Type
Thesis
Language
en_US
Keywords
Teachers--Training of--Missouri--Evaluation , Teacher--In-Service training--Missouri--Analysis , School improvement programs , Effective teaching
Alternative Title
Abstract
Teacher preparatory programs need to evaluate their programs to determine if they are
producing highly effective teachers. This study utilized the professional development school
(PDS) program versus the traditional program to determine if there was a difference in the
promise and effectiveness of pre-service teachers.
The study analyzed the difference between PDS and traditional pre-service teachers
utilizing descriptive statistics, t-tests for independent means, and the Fisher’s Exact Test to
consider the background of pre-service teachers. Promise was assessed using t-tests for
independent means focusing on the Praxis II scores. Effectiveness was evaluated using the
Mann-Whitney U tests for independent means utilizing the percent of students scoring proficient
on the Missouri Assessment Program (MAP) tests during the teachers’ first year teaching. Effect
size and power were also calculated.
The findings yielded one statistically significant difference between PDS and traditional
pre-service teachers within the demographic evaluation; there were proportionately more males
enrolled in the traditional program. There were no statistically significant differences found in
the areas of promise and effectiveness. When measuring the effect sizes a medium –to-large
difference was found showing the mean percent of proficient students in the PDS group being
larger than the mean percent of proficient in the traditional group in mathematics. This result
should be considered an area of further investigation.
This study is recommended to be replicated on a statewide basis to include all colleges
that participate in PDS programs due to the medium-to-large effect sizes found. Qualitative
studies are warranted to learn more about the impact the PDS program has on pre-service
teachers and the students in their future classrooms.
Description
109 pages
Citation
Publisher
Drake University