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PROFESSIONAL DEVELOPMENT AND ITS IMPACT ON TEACHER PRACTICE
by
Jay M. Camerino
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Jay M. Camerino
Object Description
| Title | Professional development and its impact on teacher practice |
| Author | Camerino, Jay M. |
| Author email | jcamerino@verizon.net; jmcamerino@me.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-12-16 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-03-03 |
| Advisor (committee chair) | Gothold, Stuart E. |
| Advisor (committee member) |
Baker, Robert L. Cohn, Carl A. |
| Abstract | The purpose of this study was to determine the impact professional development has on improving teacher practice. The secondary purpose was to examine the link a between professional development and school leadership. This study took place at a high-poverty, high-performing elementary school in southern California that has made considerable growth according to the California Academic Performance Index (API) compared to like schools for the past three years.; In this study the researcher determined the impact of professional development on teacher practice by conducting the following: (1) interviews with teachers and site administrators; (2) conducting an extensive review of documents both at the district and site level (3) school observations and (4) administering surveys to teachers.; The population for this case study included a high-performing urban elementary school in southern California. The criteria used in selecting this school was as follows: (a) "high performing" to include a similar school ranking of at least an 8 as measured by the California Academic Performance Index (API) for at least three consecutive years, and (b) urban school to include high-poverty, high-minority student population.; The sample selected for this study is a large year-round kindergarten through fifth grade urban elementary school in southern California. The school's diverse student population consists of the following: Hispanics (70%), Asian (19%), African American (8%) and other ethnicities (3%). |
| Keyword | professional development; urban education |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1994 |
| Rights | Camerino, Jay M. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Camerino-2606 |
| Archival file | uscthesesreloadpub_Volume44/etd-Camerino-2606.pdf |
Description
| Title | Page 1 |
| Full text | PROFESSIONAL DEVELOPMENT AND ITS IMPACT ON TEACHER PRACTICE by Jay M. Camerino A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Jay M. Camerino |
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