Teachers' perspectives on their professional learning environment and the relationship to growth in student achievement
Resource Information
The work Teachers' perspectives on their professional learning environment and the relationship to growth in student achievement represents a distinct intellectual or artistic creation found in University of Missouri-St. Louis Libraries. This resource is a combination of several types including: Work, Language Material, Books.
The Resource
Teachers' perspectives on their professional learning environment and the relationship to growth in student achievement
Resource Information
The work Teachers' perspectives on their professional learning environment and the relationship to growth in student achievement represents a distinct intellectual or artistic creation found in University of Missouri-St. Louis Libraries. This resource is a combination of several types including: Work, Language Material, Books.
- Label
- Teachers' perspectives on their professional learning environment and the relationship to growth in student achievement
- Statement of responsibility
- by Stacey Preis
- Subject
-
- Dissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis
- Effective teaching -- Missouri
- Electronic books
- Electronic bookss
- Electronic dissertations
- Teacher effectiveness -- Missouri
- Academic achievement -- Missouri
- Teachers -- In-service training -- Missouri
- Language
- eng
- Summary
- The idea that teaching quality is critical to a student's success in school may be taken for granted as a logical principle. However, researchers have struggled with how to identify and measure teaching quality. This study uses teacher survey data to examine relationships between best practices in teacher learning communities and professional development and growth in student achievement. The teacher and achievement data are from a representative sample of Missouri elementary and middle schools that went through the accreditation review process in 2007-2008. As expected, student-level characteristics showed a strong relationship with student achievement growth. However, the analysis of teacher learning communities and professional development and growth in student achievement showed no significant relationships. As the pressure of limited resources adds to the expectation for return on investment, future research must further explore interventions thought to increase teacher quality and determine if those interventions are producing measurable gains in student learning
- Cataloging source
- MUU
- Degree
- Ph. D.
- Dissertation year
- 2009.
- Granting institution
- University of Missouri--Columbia
- Illustrations
- illustrations
- Index
- no index present
- Literary form
- non fiction
- Nature of contents
-
- dictionaries
- bibliography
- theses
- Target audience
- specialized
Context
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