The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District

Open Access
- Author:
- Brunner, Rhonda Aileen
- Graduate Program:
- Educational Leadership
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- May 12, 2009
- Committee Members:
- Nona Ann Prestine, Dissertation Advisor/Co-Advisor
Nona Ann Prestine, Committee Chair/Co-Chair
James F Nolan Jr., Committee Member
John W Tippeconnic Iii, Committee Member
Patrick Willard Shannon, Committee Member
William Hartman, Committee Member - Keywords:
- professional development
literacy - Abstract:
- Abstract Only a few studies link characteristics of professional development with teachers’ instruction and student achievement; however, over the past decade, considerable literature has emerged which provides guidance about the characteristics for high-quality professional development. Expert professional development without its acceptance and transfer into instructional practice is not sufficient. The question of why some schools flourish and others do not when presented with the same professional development begs to be asked and answered. This study sought to clear the cloud of uncertainty around what factors are present when professional development is efficacious and what factors interfere. The purpose of this research was to examine the perceptions of the participants directly involved in these professional development efforts, including teachers, principals, instructional facilitators, external consultants, and district personnel who were involved on-site of the efficacy of the professional development used to bring about changes in (1) beliefs and attitudes, and (2) actions and behavior in support of a Balanced Literacy initiative in an urban district. Two schools in the district were studied in this case study for the years 2003-2005. Data collected included contemporary key informant interviews of the principals, the instructional facilitators, and two teachers from each building. Documents included Balanced Literacy Implementation Team minutes, reports from consultants who worked in the district, PSSA results, staff surveys, and participant-observer recollections and field notes. Before undertaking a large-scale professional development initiative in Balanced Literacy, it is important for districts to realize that professional development is context specific, internal capacity is necessary to sustain the initiative, and the professional culture of the school is an important consideration in an initiative’s success. An overarching theme which impacts the success of each of these areas is leadership – both at the central office level and at the building level.