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

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dc.contributor.authorLugli, Katherine
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2018-07-10T16:14:27Z
dc.date.available2018-07-10T16:14:27Z
dc.date.issued2018-07
dc.description.abstractChange 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.en_US
dc.format.extent36 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M20Z7107R
dc.identifier.urihttp://hdl.handle.net/11603/10969
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis 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.
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleImpact of Targeted Professional Development and Feedback on Teachers' Levels of Concern Regarding Curriculum Changeen_US
dc.typeTexten_US

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