Date Approved

4-25-1999

Embargo Period

8-2-2016

Document Type

Thesis

Degree Name

M.A. in Curriculum and Supervision

Department

Educational Services and Leadership

College

College of Education

First Advisor

Johnson, Theodore

Subject(s)

Academic achievement; School administrators--Training of; Teachers--In-service training

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The study focused on effective instructional strategies that could be used to improve student performance in the classroom and result in a classroom failure rate of less than 25%. The effects of a professional development workshop presented on instructional strategies were examined as they related to student performance.

The sample of this research consisted of eleven teachers who were required to attend a district-developed instructional strategies workshop based on a midterm failure rate more than 24% during the 1997-98 school year. Four methods of data collection were used: evaluation form, participant observations, interviews, and review of students' grades. The data analysis presented information about the effects of professional development on improving student achievement, as obtained from students' grades from the midyear marking period, as well as informal interviews.

Of the eleven teachers who participated in this study, six had a classroom failure rate of more than 24% in at least one class for the third marking period for the 1998-99 school year. The data from this study indicate that professional development does have an effect on teaching practices. Schools must provide on-going professional development and support for its faculty to ensure the success of its students.

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