Impact of Targeted Professional Development and Feedback on Teachers' Levels of Concern Regarding Curriculum Change

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Lugli, Impact of Targeted Professional Development and Individualized Feedback on Teachers' Levels of Concern.pdf (261.08 KB)

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http://hdl.handle.net/11603/10969

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Goucher College Master of Education

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2018-07

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action research papers
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Masters of Education

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This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Attribution-NonCommercial-NoDerivs 3.0 United States

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Education -- Research papers (Graduate).

Abstract

Change is an inevitable part of a teacher’s career in a school setting. Change can be both a powerful opportunity for growth but can also be anxiety producing and challenging. This quasi-experimental research set out to investigate the impact targeted professional development and informal observation feedback have on teachers’ levels of concern as measured by the Stages of Concern Questionnaire. The pre-and post-survey results were analyzed through descriptive statistics and the research does indicate notable differences in stages of concern for teachers in the treatment and control groups. These findings support additional research to identify impactful supports for teachers experiencing change.