Page 1 |
Save page Remove page | Previous | 1 of 164 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
FACTORS AFFECTING THE TRANSFER OF DIFFERENTIATED
CURRICULUM FROM PROFESSIONAL DEVELOPMENT INTO
CLASSROOM PRACTICE
by
Misook A. Park
__________________________________________________________________
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
August 2008
Copyright 2008 Misook A. Park
Object Description
| Title | Factors affecting the transfer of differentiated curriculum from professional development into classroom practice |
| Author | Park, Misook A. |
| Author email | mpkimura@lbusd.k12.ca.us |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Curriculum & Instruction) |
| School | Rossier School of Education |
| Date defended/completed | 2008-03-14 |
| Date submitted | 2008 |
| Restricted until | Restricted until 31 July 2010. |
| Date published | 2010-07-31 |
| Advisor (committee chair) | Kaplan, Sandra |
| Advisor (committee member) |
Ragusa, Gisele Pensavalle, Margo |
| Abstract | This urban district-wide study of teachers in gifted and talented programs in grades three through eight explored factors contributing to the transfer of knowledge learned in professional development into classroom practice. Evidence from a questionnaire and observations of participants provided insight into teachers' preferences for the types of professional development they received and how to maximize their learning in these settings. District-sponsored sessions were motivated primarily by the introduction of new ideas and strategies, most often matched teachers' preferences, and were the primary type of professional development that participants attended.; The results indicated that the factors related to professional development opportunities did not influence the degree to which teachers transferred depth and complexity prompts to differentiate content for gifted learners. Teachers were more successful in the isolated implementation of these prompts than in the integration of the prompts to differentiate content across subject areas. The participants indicated that professional development should include more demonstration lessons and follow-up sessions that would support the implementation of depth and complexity prompts in their classrooms. |
| Keyword | gifted education; differentiated curriculum; professional development |
| 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 |
| Type | texts |
| Legacy record ID | usctheses-m1465 |
| Rights | Park, Misook A. |
| 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-Park-20080731 |
| Archival file | uscthesesreloadpub_Volume26/etd-Park-20080731.pdf |
Description
| Title | Page 1 |
| Full text | FACTORS AFFECTING THE TRANSFER OF DIFFERENTIATED CURRICULUM FROM PROFESSIONAL DEVELOPMENT INTO CLASSROOM PRACTICE by Misook A. Park __________________________________________________________________ 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 August 2008 Copyright 2008 Misook A. Park |
Comments
Post a Comment for Page 1
