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dc.contributor.authorKramer, Joseph S.
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-02-10T21:22:51Z
dc.date.available2016-02-10T21:22:51Z
dc.date.issued2014-07
dc.description.abstractThe purpose of this study was to examine the impacts of job-embedded professional development on teacher perception of student achievement. The measurement tools were two surveys. One done prior to the implementation of the Staff Development Teacher Program, and the other during its first year in the Baltimore County Public Schools. This study involved two schools in the county that had high participation rates in the two surveys. Teacher perception of student achievement was slightly higher during the first year of the Staff Development Teacher program. Research in this area should continue to look at a larger sample size and go beyond the first year of the programs implementation.en_US
dc.format.extent49 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M28T6P
dc.identifier.urihttp://hdl.handle.net/11603/2213
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection 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.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshTeachers -- In-service training -- Research
dc.subject.lcshAcademic achievement -- Research
dc.subject.lcshEducation
dc.titleThe Effects of Staff Development Teachers on Student Learning Outcomesen_US
dc.typeTexten_US


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