An Empirical Study Of The Promise And Effectiveness Of Teachers From Professional Development Vs. Traditional Models Of Education
Year: 2013
Type: dissertation
Study design: Observational Study
Abstract: Teacher preparatory programs need to evaluate their programs to determine if they are \nproducing highly effective teachers. This study utilized the professional development school \n(PDS) program versus the traditional program to determine if there was a difference in the \npromise and effectiveness of pre-service teachers. \nThe study analyzed the difference between PDS and traditional pre-service teachers \nutilizing descriptive statistics, t-tests for independent means, and the Fisher’s Exact Test to \nconsider the background of pre-service teachers. Promise was assessed using t-tests for \nindependent means focusing on the Praxis II scores. Effectiveness was evaluated using the \nMann-Whitney U tests for independent means utilizing the percent of students scoring proficient \non the Missouri Assessment Program (MAP) tests during the teachers’ first year teaching. Effect \nsize and power were also calculated. \nThe findings yielded one statistically significant difference between PDS and traditional \npre-service teachers within the demographic evaluation; there were proportionately more males \nenrolled in the traditional program. There were no statistically significant differences found in \nthe areas of promise and effectiveness. When measuring the effect sizes a medium –to-large \ndifference was found showing the mean percent of proficient students in the PDS group being \nlarger than the mean percent of proficient in the traditional group in mathematics. This result \nshould be considered an area of further investigation. \nThis study is recommended to be replicated on a statewide basis to include all colleges \nthat participate in PDS programs due to the medium-to-large effect sizes found. Qualitative \nstudies are warranted to learn more about the impact the PDS program has on pre-service \nteachers and the students in their future classrooms.
Source: BIA (Drake University)
Author: Tanya Coffelt
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2145814389