Characteristics of Effective Professional Development: An Examination of the Developmental Designs Character Education Classroom Management Approach in Middle Grades Schools

Autor/in	Hough, David L.
Titel	Characteristics of Effective Professional Development: An Examination of the Developmental Designs Character Education Classroom Management Approach in Middle Grades Schools
Quelle	In: Middle Grades Research Journal, 6 (2011) 3, S.129-143 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Classroom Techniques; Poverty; Program Evaluation; Program Implementation; Middle Schools; Professional Development; Middle School Teachers; Low Income Groups; Achievement Gains; Developmentally Appropriate Practices; Program Effectiveness; Citizenship Education; Correlation; Student Behavior; Attendance Patterns; Academic Achievement + Suchen Sie Ihr Suchwort? Klassenführung; Armut; Programme evaluation; Programmevaluation; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Achievement gain; Leistungssteigerung; Entwicklungsbezogene Bildung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Korrelation; Student behaviour; Schülerverhalten; Schulleistung
Abstract	More than 2,300 teachers in 241 schools across 25 states participating in a professional development approach to character education classroom management known as Development Designs 1 and Developmental Designs 2 (DD1 & DD2) were studied throughout the 2008-2009 academic school year. Data from this longitudinal program evaluation indicate that teachers implement a number of classroom management strategies at high levels only after having participated in sustained professional development provided by content experts over an extended period of time. In addition, classroom-based "coaching" was found to provide a value-added component that enhances program implementation as well as teaching and learning outcomes. Level of program implementation in high poverty schools, defined as those with 50% + students receiving free or reduced lunches, was examined in an effort to determine relationships associated with improved student behavior, attendance, and achievement. High-poverty schools were found to meet or exceed adequate yearly progress (AYP) criteria at significantly higher rates when 75% + of their teachers implemented DD1 and DD2 for 2 or more years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10