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Date of Award
2004
Document Type
Dissertation - Pacific Access Restricted
Degree Name
Doctor of Education (Ed.D.)
Department
Curriculum and Instruction
First Advisor
Thomas Nelson
First Committee Member
Harriett Arnold
Second Committee Member
Marilyn Draheim
Third Committee Member
Lee Jenkins
Abstract
The purpose of this study was to explore the connection between a teacher's perceptions and attitudes of change and the impact of those perceptions and attitudes on the implementation of professional development strategies and techniques. This research also explored which factors motivate a teacher to change. A final consideration of this research is the issue of how the results of change are analyzed. The design of this study was a qualitative format with a phenomenological approach. The sample population consisted of twelve teachers from four states. The teacher sample was drawn from districts who were addressing the issue of No Child Left Behind in the form of professional development training that focused on the implementation of data collection technique to monitor student learning and improvement. Data was collected from interviews, observations and artifacts. The teachers identified the three key factors of student achievement, administrative support and colleague support as having a profound effect on; (1) motivating the participants' to initiate change, (2) the implementation of a change process and (3) the analysis of change results. While change is a personal experience based on many individual and collective factors, these three themes emerged as significant factors for the implementation of new knowledge and the change process. Through the teacher's descriptions of the complex professional change process, the significant findings of this study were the overall impact of student achievement, administrative support and colleague support. It is the balance and variation among these three factors that enhanced and/or impeded the implementation of new knowledge and may be central to understanding a critical influence on the attitudes and perceptions of change and their impact on the implementation of new knowledge.
Pages
224
ISBN
9780496117871 , 0496117874
Recommended Citation
Molina-Walters, Debi. (2004). Through the eyes of a teacher: Teacher change in response to professional development. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2459
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