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    Professional development and elementary teachers: who takes it? does it work?

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    Creator
    Reno, Amy
    Reno, Amy
    Abstract
    In 1996, the National Commission on Teaching and America's Future proposed the creation of stable, high-quality sources of professional development (NCTAF, 1996). Schools and districts encourage teachers to engage in professional development in order to improve teacher effectiveness. However, the empirical evidence is mixed regarding the effectiveness of professional development as a tool for improving student outcomes. Using fifth-grade data from the Early Childhood Longitudinal Study-Kindergarten Cohort, this paper explores the relationships among teacher characteristics, professional development, and student achievement. In a probit model predicting professional development participation, higher educational levels significantly decrease the probability of taking math professional development, while taking additional courses in math methods increases that probability. With a two-stage least-squares approach, additional hours of math professional development have no bearing on a student's math test scores.
    Permanent Link
    http://hdl.handle.net/10822/555800
    Date Published
    2007-04-13
    Subject
    education; math; professional development; achievement; teachers; elementary;
    Type
    thesis
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    • Graduate Theses and Dissertations - Public Policy
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    Georgetown University Seal
    ©2009 - 2018 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu