Teachers' Attitudes about Professional Development in High-SES and Low-SES Communities

Autor/inn/en	Torff, Bruce; Sessions, David
Titel	Teachers' Attitudes about Professional Development in High-SES and Low-SES Communities
Quelle	In: Learning Inquiry, 3 (2009) 2, S.67-77 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2973
DOI	10.1007/s11519-009-0040-1
Schlagwörter	Multiple Regression Analysis; Factor Analysis; Teacher Attitudes; Teacher Improvement; Faculty Development; Socioeconomic Status; Low Income Groups; Socioeconomic Influences; Elementary School Teachers; Secondary School Teachers; Attitude Measures; Teacher Surveys + Suchen Sie Ihr Suchwort? Faktorenanalyse; Lehrerverhalten; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Practicing teachers in high-SES and low-SES communities completed a survey that assesses the strength of teachers' support for professional development (PD), with the goal of determining the extent to which PD initiatives in low-SES communities face obstacles not evident in more affluent areas (N = 150). A multiple regression analysis was conducted on the factor scores produced by the survey, "Teachers' Attitudes about Professional Development" (TAP). Support for PD was higher in high-SES communities than low-SES ones, and higher among elementary teachers than secondary teachers in both communities. To the extent that teachers' attitudes about PD influence the effectiveness of PD initiatives, these attitudes present difficulties in low-SES communities beyond those evident in high-SES areas. Needed are professional-development models, and research that tests them, to determine how best to overcome obstacles that teachers' attitudes likely cause in PD initiatives in low-SES communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10