An Ex-Post Facto Examination of Relationships among the Developmental Designs Professional Development Model/Classroom Management Approach, School Leadership, Climate, Student Achievement, Attendance, and Behavior in High Poverty, Middle Grades Schools

Autor/inn/en	Hough, David L.; Schmitt, Vicki L.
Titel	An Ex-Post Facto Examination of Relationships among the Developmental Designs Professional Development Model/Classroom Management Approach, School Leadership, Climate, Student Achievement, Attendance, and Behavior in High Poverty, Middle Grades Schools
Quelle	In: Middle Grades Research Journal, 6 (2011) 3, S.163-175 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Expertise; Classroom Techniques; Middle Schools; Poverty; Program Evaluation; Grades (Scholastic); Educational Improvement; Federal Programs; Program Implementation; Educational Indicators; Teacher Education; Secondary School Teachers + Suchen Sie Ihr Suchwort? Expert appraisal; Klassenführung; Middle school; Mittelschule; Mittelstufenschule; Armut; Programme evaluation; Programmevaluation; Notenspiegel; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Lehrerausbildung; Lehrerbildung
Abstract	This study reports finding from an ex post facto causal-comparison study utilizing data from a multifaceted program evaluation of a professional development approach to classroom management known as Development Designs 1 and Developmental Designs 2 (DD1 & D2). Data from this program evaluation indicate that teachers implement a number of classroom management strategies at higher levels after participating in sustained professional development for 2 or more years as provided by content experts, that is, facilitators and coaches whenever the school's leadership is perceived as supportive. In addition, levels and degrees of program implementation in middle grades schools were found to be associated with improved school climate and student outcomes, again, with school leadership being a covariate. Attendance, behavior, and academic achievement as measured by state assessments and other adequate yearly progress criteria among high poverty middle grades schools were found to be associated with levels of DD1 and DD2 implementation and supportive school leadership. The model used to support this finding is robust whenever 50% or more teachers in high poverty middle grades schools implement Developmental Designs for 2 or more years. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10