Abstract
This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n=134) teachers from high-achieving schools, and 137 (n=137) teachers from low-achieving schools. Teachers in high-achieving schools reported receiving professional development more aligned to the 12 NSDC standards for quality professional development than teachers in low-achieving schools. In addition, teachers in high-achieving schools indicated receiving professional development modeled as Professional Learning Communities (PLCs). Findings suggest that high quality professional development designed with elements of professional learning communities contribute to higher student achievement.
Recommended Citation
Green, T. R., & Allen, M. E. (2015). Professional Development in Urban Schools: What Do the Teachers Say?. Journal of Inquiry and Action in Education, 6 (2). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol6/iss2/5
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