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Dissertations / Theses on the topic 'School-based staff development'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Ip, Chuen-chip. "A case study on teachers' perception of school-based staff development activities : implications for school development /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057982.

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2

Segers, Nelda Stanley. "Evaluating an alternative staff development component for prospective and practicing school-based leaders." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000021.

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3

Croos, Solomon. "A school-based staff development : an interactive approach to teacher practice and improvement." Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519861.

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4

Lee, Sha-lun Sheridan. "Hong Kong secondary school teachers' perception of peer observation : implications for school-based staff development programmes /." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553835.

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5

Mak, Yiu-kwong. "School-based staff development : its policy formulation and implementation : a study of two secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034761.

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6

Mak, Yiu-kwong, and 麥耀光. "School-based staff development: its policy formulation and implementation : a study of two secondary schools inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958138.

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7

Zhu, Mila, and 朱米拉. "School-based staff development of Shanghai children's palaces: a case study of No.2 Children's Palace ofJinshan District." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177242.

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Although school-based teacher developmental activities have been launched for years in general education system, such comparatively systematic and effective work have yet been thoroughly adopted by most of the out-of-school educational institutions. Studies on Children’s Palaces education and school-based teacher development are extremely limited, not only because the overall management of out-of-school education system is not as complete as that of general education system, but also the features of Children’s Palace education made the study hard but more and more necessary. Guided by the theoretical framework of Lifelong Education and Professionalism Theory, the purpose of this dissertation aims at finding out the problems of the children's palace school-based staff development, and exploring reasons behind through analyzing quantitative and qualitative research data from the case study of No.2 Children’s Palace of Jinshan District, give recommendations so that teachers may gain more concrete benefit through the system of school-based teacher development. The questionnaire for quantitative research contains two parts. Part I contains questions about the need of teacher development in No.2 CP, and Part II contains question about perspectives and current situation concerning school-based teacher development in No.2 CP. After the quantitative approach and research data analysis, qualitative approach of follow-up interviews will be carried out. Synthesized data analysis aims at answering research questions such as current status of school-based teacher development in No.2 CP and mode and examples that might be drawn to inspire the school-based teacher development in Children’s Palaces in Shanghai.
published_or_final_version
Education
Master
Master of Education

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8

Burchett, E. Wayne. "Personnel perceptions of a collaborative school-based staff development approach: case study of three suburban public intermediate schools." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54772.

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Staff development of teachers has been a major topic in the literature over the past decade. The literature has pointed out the shortcomings of traditional staff development while suggesting that school-based staff development can better meet teachers’ needs in the future. Three suburban public intermediate schools entered into a collaborative approach to staff development in order to bring about a more school-based staff development program. The collaborative approach included a team of teachers and a principal from each school participating in a graduate level course together. One outcome of the course was long-range staff development plans developed by each team based on the needs of each individual school. The purpose of this study was to examine the efficacy of the collaborative school-based staff development approach in terms of the process, comparison to other intermediate schools, and the product (staff development plans). Seven research questions were answered in this study from the data generated by structured interviews of principals and teachers from the three collaborative schools and three similar noncollaborative intermediate schools as well as the staff development plans from the three collaborative schools. Findings from the study indicated that the process of the collaborative approach to school-based staff development was generally perceived as having much potential and favored over the traditional approach to staff development. Nevertheless, there was considerable dissatisfaction about the design and delivery of the course. Many recommendations for improvement of the collaborative approach were made by course organizers, principals, and teachers. There were both similarities and differences in the staff development programs in the collaborative schools as compared to noncollaborative intermediate schools as reported by both principals and teachers. Teachers reported similarities in staff development activities, communication, and strengths. Differences in perceptions included needs assessment, decision-making, and improvements needed. Principals reported the same similarities as teachers except strengths which were viewed differently. The nature of the staff development plans and their initial implementation varied from school to school. Case A focused on communication within the school and student organization. The plan was perceived as making a positive difference in both areas. Case B focused on orientation of new teachers to the building. Due to a boundary change, no new teachers were added to the staff and the staff development plan was not implemented. Case C focused on improving school climate with three specific emphases over three years: instructional technology, characteristics of the middle school student, and higher level thinking skills in under-achievers. The plan was perceived as making a positive difference in the school.
Ed. D.

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9

Melton, Dana Elizabeth Tharp Piveral Joyce. "Adaptation of the innovation configurations for school-based staff developers for the development of a measure of reading coach job performance." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6772.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 26, 2010). Thesis advisor: Dr. Joyce Piveral. Vita. Includes bibliographical references.

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10

Cooper-Jones, Claire Louise. "An evaluation of The Rochdale Autism Initiative (TRAIn), a training initiative for primary school staff, partially based on the Inclusion and Development Plan resources for autism." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/an-evaluation-of-the-rochdale-autism-initiative-train-a-training-initiative-for-primary-school-staff-partially-based-on-the-inclusion-and-development-plan-resources-for-autism(94f82402-81e2-4399-b779-938791b6692f).html.

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An increasing number of pupils with autistic spectrum condition (ASC) are placed in mainstream schools. Accordingly, there is a need for staff in schools to be trained in how to educate and include this group of children. This was particularly apparent in the Local Authority in which this research took place, as no specialist provision for autism existed. The Service Manager for pupils with SEN in this Local Authority wished to promote the Inclusion and Development Plan (IDP) resources for autism as a tool for training staff in schools in supporting pupils with ASC, and asked the Educational Psychology Service to evaluate the effectiveness of the IDP initiative. Although the EP-researcher role was not initially envisaged to include a mentoring role, it was deemed necessary in order to ensure the engagement with and the sustainability of the training package. The resulting initiative, the IDP resources with the addition of a facilitator-mentor and the opportunity for group discussions, was given the title ‘The Rivertown Autism Initiative’ (TRAIn). The aim of this research was therefore to evaluate the implementation of TRAIn over a one-year period, particularly focussing on the views of those involved, with some more objective measures of impact on knowledge and understanding also included. Data collection involved the use of questionnaires, focus groups, assessments of knowledge and understanding of autism, and self-evaluations of knowledge of autism and adjustment to practice. Participants were 22 teaching assistants and 2 special educational needs co-ordinators. Twenty four participants completed the pre-training assessments and self evaluations, commenced the training initiative and attended a total of 12 monthly support/focus groups over approximately 6 months. The number completing the whole initiative including completing the post-training assessment and self-evaluations was reduced to 14. The assessments and self-evaluations were subjected to non-parametric testing to give a more objective measure of the impact of the training on participants’ knowledge of autism. Thematic analysis was carried out on the qualitative data, using Kolb’s theory of experiential learning as a basis on which to explore and illustrate the experiences of the participants. Results suggested that the training initiative was successful in that significant improvements were shown post-training in terms of the knowledge assessments and self-evaluations. The thematic analysis suggested that Kolb’s theory of experiential learning can be closely linked with Clarke and Hollingsworth’s model of teacher change and the interconnected model of teacher growth, with the addition of a more explicit link between ‘experiences’ of learners, and the ‘outcomes’ in terms of their own continuing professional development. Additionally, the analysis provided a list of suggestions for the planning of future training events, including flexibility around timing, employers allowing dedicated work time for CPD, opportunities for learners to come together, the provision of a mentor, practical and easy to use resources, varied teaching and learning styles, and an ethos of safety and security.

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11

Harper, Deena San. "An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2340.

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12

Grafton, Lee Geary. "The affectiveness of a standards-based, technology-connected staff development program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1743.

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One role of an administrator is to provide and assess staff development programs. The purpose of this study was to measure the impact of a 120-hour standards-based, technology-connnected staff development program on participating teachers' instruction.

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13

McConnell-Smith, Sharon Lacretia. "School Administrator and Staff Member Perceptions of a Teenage Pregnancy Prevention Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/757.

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Mississippi is among the states with the highest teenage pregnancy rates, and the study site is among the high schools with the highest teenage pregnancy rates in the state. The purpose of this qualitative case study was to identify successful practices and areas for improvement in the implementation of a teenage pregnancy prevention program (TPPP) at the study site based on the perspectives of school administrators and staff members. Bandura's social cognitive theory provided a conceptual framework for considering behaviors and the social contexts in which they occur. Twelve participants were interviewed, including 3 administrators and 9 staff members. Data were analyzed using open coding to identify themes. Findings indicated that, according to the perspectives of the 12 participants, the evidence-based TPPP positively influenced the students by providing a structured curriculum for classroom teaching; promoting small-group discussions; and implementing an abstinence approach to prevent teenage pregnancy, HIV, and STDs. Strengths identified included the use of various instructional techniques and a general support for communication. Areas for improvement included scheduling, school staff and parent buy-in, and knowledge about specific problems related to risk-taking behaviors. Social change implications of this study include increased awareness among adult stakeholders of practices that support successful implementation of a TPPP and enhanced ability to make positive decisions about sexual behaviors among students. School officials could apply the findings to strengthening the effectiveness of the school's TPPP. Students may benefit from improved TPPP instruction by being better prepared to prevent teenage pregnancy, HIV, and STDs.

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14

chien, Liang-Tseng, and 簡良珍. "The study of school-based staff development." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/82556259452345127236.

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15

Lee, Shwu Ling, and 李淑玲. "The Study on School-Based Staff Development Programs of Elementary School in Taipei County." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/86044033297534040194.

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碩士
臺北市立師範學院
國民教育研究所
93
Abstract This study is to understand the implementation status quo of School-Based Staff Development Programs at public elementary schools in Taipei County, Taiwan, and the educators’ awareness towards it; and to probe into the implementation problems of the plans and their improvement measures. Stratified random sampling was used to collect related data from the schools, which were categorized into four groups according to their sizes. Among 288 questionnaires sent to school staff members,192 questionnaires （67%）were returned, of which 192 are valid. 1.The implementation of School-Based Staff Development Programs: “topical lecture” is often seen, while “Wednesday afternoon” is often occupied; the “professional skills” is the most adopted content and “11-20” is the most proper times. 2.Satisfaction of administrators and educators: the most favorable form is “topical lecture”, the most favorable date is “Wednesday afternoon”, the most favorable content is “professional skills”, and the most favorable time is “11-20”. 3.Awareness of administrators and educators towards School-Based Staff Development Programs: “anticipating activity” is ranked the highest while “result and reflection” is the lowest. 4.Problems of School-Based Staff Development Programs: the two major concerns are lack of place and lack of facilities. 5.Measures for the improvement of School-Based Staff Development Programs: arrangement of proper concession and purchase of proper facilities should be the priority. According to the above findings, this study proposes suggestions for administrative agencies and primary schools. Key Word: School-Based Staff Development Programs

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16

Herdrich, Patricia Fagan. "A study of school-based staff development practices within a strategic context." 1995. http://catalog.hathitrust.org/api/volumes/oclc/33264509.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1995.
Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 182-186).

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17

Lori, Anthony J. "A model for the planning of a school-based staff development program at an urban high school." 1997. https://scholarworks.umass.edu/dissertations/AAI9721472.

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This case study provides the data which delineates a plan for a staff development program at the school-site level, allowing for the development of guidelines necessary for the implementation of this plan. Urban high schools face many challenges: continued diminishing budgets impacting on staffing cuts, increased student problems, and reform mandates with inadequate funding. The Department Head, as the curriculum and instructional leader, is at the forefront to provide teaching professionals with access to intensive staff development opportunities. This study describes a staff development planning process as created by one Department Head, that may be utilized by any urban high school without a program in place. The plan involves the collaboration of staff and it is implemented at the school-site. It affords teachers a shared vision with access to pedagogical initiatives accompanied by efforts to ensure a stable and informed staff that can focus on the educational needs of our ever-changing student population. The study is of a descriptive nature. Statistical data gathered in the format of naturalistic inquiry from virtually an entire school staff will indicate what happens when teachers have common goals and utilize a collaborative approach in developing a plan to support fellow practitioners in sharing ideas, cooperating in activities, and assisting one another's intellectual growth. Consensus was established that teachers have a shared vision of the professional activities they want in the planning and design of a staff development program. Most teachers feel they need assistance in upgrading content knowledge and teaching strategies that will support them in working in a collegial fashion to improve teaching and learning focused toward helping all students to achieve high standards of learning and development. Professional development at the school site was strongly preferred as compared to past, singular activities outside of the school building. Teachers want substantial time and resources on a continuum in activities that are job-embedded and reflect the School's philosophy and vision. The results of this case study offer strategies that can be used by high school administrators at the school-site level planning and implementation of a staff development program.

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18

Maluleka, Jan Khazamula. "Technology education and curriculum 2005 : staff development through INSET." Diss., 2000. http://hdl.handle.net/10500/18102.

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Curriculum 2005 together with its learning areas has been introduced in South Africa in 1998. All learning areas, except Technology Learning Area, are not new. Technology is growing so rapidly that it gives so many challenges to people. These challenges include making technology part of our curriculum, formulating and adapting technological solutions to problems people may experience. We have to ask ourselves what technology or Technology Education means. Therefore, this study provides the meaning and the rationale for Technology Education in our curriculum. This study also attempts to shed light on the form of training educators should attend for Technology Education. Although there are different methods of training, for example PRESET and INSET, this study concentrates on various forms of INSET. INSET is chosen because it is a means through which the present need for Technology Education educators can be solved. The percentage of educators involved in part-time study will increase in relation to the number in full-time education. The closing down of some of colleges of education in South Africa reduces the use of PRESET and increases INSET as a means of educator training. The advantages of using INSET instead of PRESET are provided in this study. The National Teacher Audit of 1995 has shown that the quality of INSET in South Africa is poor. In addition, it seems the present ad hoc way of running INSET will not cope with challenges of training educators for Curriculum 2005 and Technology Education. Normally, INSET is the prime strategy for addressing problems in PRESET. Unfortunately, INSET has to train educators for Technology Education (Technology Learning Area) which was never touched by PRESET before. For this reason, this study provides an INSET model, guidelines and recommendations to make the suggested model of INSET work successfully.
Educational Studies
M. Ed. (Comparative Education)

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19

Frame, Gayle Poland. "Teachers' perceptions of the effectiveness of a school-based staff development program a case study in change /." 1989. http://catalog.hathitrust.org/api/volumes/oclc/20937604.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1989.
Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 358-366).

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20

Leary, James D. "The effectiveness of concerns based staff development in facilitating curriculum implementation : case study of the implementation of the K-6 Manitoba Provincial Science Curriculum in Berens River School of the Frontier School Division No. 48." 1985. http://hdl.handle.net/1993/29903.

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21

Morake, Machomi Nnior. "The implementation of professional development in the foundation phase in the North West Province with reference to Curriculum and assessment policy statement." Thesis, 2014. http://hdl.handle.net/10500/13756.

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The purpose of this study was to investigate the impact of the training given to Foundation Phase (FP) teachers in the implementation of Curriculum and Assessment Policy Statement (CAPS), with the intention to develop an alternative professional development (PD) approach for this Phase. Literature indicates that the academic success of learners can be significantly affected by Foundation Phase teachers’ access and participation in quality PD activities. It also indicates that PD is much more than training. It includes on-going workshops, follow-up, study, reflections, observations and assessment which accommodates FP teachers as learners, recognises the long-term nature of learning, and utilises methods that are likely to lead teachers to improve their practice as professionals. In this study, mixed methods research approach was employed to collect empirical data. It includes questionnaires responded to by 84 FP teachers, three sets of interview questions, that is, one for 9 primary school principals, one for 3 subject advisors, and the last one for the Focus group made up of 10 FP teachers who were not included in questionnaires. Observation at training centre was also conducted. The study revealed that the responses from the five sets of data collection instruments seemed to agree on the following: - FP teachers were not involved in the design of their PD activities; - An appropriate time for FP teachers to engage in PD activities is during school holidays; - The length of the training was too short; - Training was not based on the teachers identified needs; and - It was not designed by teachers in cooperation with experts in the field. This study therefore recommends the use of mixed-models approach because the Cascade model that was used, is not addressing the needs of all FP teachers.
Educational Leadership and Management
D. Ed. (Education Management)

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