Principals' Perceptions of Public Schools' Professional Development Changes during NCLB

Autor/in	Wieczorek, Douglas
Titel	Principals' Perceptions of Public Schools' Professional Development Changes during NCLB
Quelle	In: Education Policy Analysis Archives, 25 (2017) 8, (49 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Principals; Administrator Attitudes; Faculty Development; Geographic Location; Socioeconomic Status; Hierarchical Linear Modeling; Educational Legislation; Federal Legislation; Elementary Secondary Education; National Surveys; Accountability; Standards; Outcomes of Education; School Districts; Statistical Analysis; Case Studies; Elementary School Teachers; Low Income; Minority Group Students; Educational Change; Secondary School Teachers; Middle School Teachers; Teacher Attitudes; Likert Scales; Regression (Statistics); Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Socio-economic status; Sozioökonomischer Status; Bildungsrecht; Schulgesetz; Bundesrecht; Verantwortung; Standard; Lernleistung; Schulerfolg; School district; Schulbezirk; Statistische Analyse; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Niedriglohn; Bildungsreform; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Likert-Skala; Regression; Regressionsanalyse
Abstract	This study investigated public school principals' reports of professional development implementation at the school level while working in different state- and local-level contexts (state accountability level, geographic locations, socioeconomic status, demographics, and grade levels). I attempted to measure principals' reported changes in levels of teacher involvement and alignment of professional development with standards, student learning outcomes, school goals, resources, and district goals during No Child Left Behind (NCLB). Using two-level, Hierarchical Generalized Linear Proportional Odds modeling (HGLM-PO), and three pooled waves of a national sample from the Schools and Staffing Survey (National Center for Education Statistics, 2000, 2004, 2007), I implemented a quantitative, repeated cross-sectional, self-report, extant secondary survey analysis design. Principals reported a decrease in teachers' planning and presentation of professional development during NCLB implementation across all settings, indicating a potential reduction in teachers' participation in the professional development process. Principals who worked in urban, elementary, low-SES, and high minority school contexts were more likely to report teachers' participation in the planning and presentation of professional development, but were also more likely to report an increase in the direction and alignment of professional development with school and district goals, standards, student achievement outcomes, and resources. There is evidence that a school community's location, socioeconomic status, and school demographics plays a role in how schools may interpret accountability environments and implement teachers' professional development. In all settings, school leaders need to purposefully focus on and retain collaborative professional development practices with teachers in the context of continued accountability pressures. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01