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LEADER 04649ctm 2200553 i 4500

001 ocm36204368;

003 OCoLC;

005 20230124160146.0;

008 970114s1995 xx k bm 000 0 eng d;

035 a| (Sirsi) o36204368;

035 a| (OCoLC)36204368;

049 a| EREE;

050 4 a| LB1731b| .E93 1995;

100 1 a| Everhart, Jerry L.,e| author.?| UNAUTHORIZED;

245 10 a| Development and evaluation of a staff development model addressing issues of concerns, beliefs, and practices of middle grades science teachers /c| by Jerry L. Everhart.;

264 0 c| 1995.;

300 a| 249 pages, 9 unnumbered leaves :b| forms ;c| 28 cm;

336 a| textb| txt2| rdacontent;

337 a| unmediatedb| n2| rdamedia;

338 a| volumeb| nc2| rdacarrier;

502 b| Ed. D.c| East Carolina Universityd| 1995;

500 a| Advisor: H.C. Hudgins;

500 a| Submitted to the faculty of the Department of Educational Leadership.;

520 3 a| The purpose of this study was to develop and compare two models of staff development that purport to instigate and sustain educational change. An ideal model was inductively derived by synthesizing staff development and change literature published between 1975 and 1995. A field-based model emerged from the researcher's examination of a staff development program deemed successful by participants and external evaluators. Three questions were addressed in the investigation: 1. What were the underlying philosophy, structure, and processes of an ideal staff development program as suggested by the research? 2. In what specific ways did issues relating to change influence the design and delivery of the staff development program? 3. What were the criteria for an effective staff development model suggested by the literature and by the results of a study of a successful staff development program? Both qualitative and quantitative methods were employed in the construction of the two models. In the construction of the ideal model, the researcher treated experts' recommendations and research findings as qualitative data. The field-based model was derived from data collected from participant surveys, responses to open-ended questions, interview and focus group transcripts, and archival data. The findings indicated that successful staff development programs incorporate common practices and structures that are implicitly and explicitly in program philosophy. Common elements found embedded in the beliefs and philosophies of both ideal and field-based staff development models include (a) awareness of organizational importance, (b) attention to trust, commitment, and collegiality in the change process, (c) examination of teachers' beliefs, needs, and concerns, and (d) acknowledgment of teachers' prior personal and professional experiences that affect interpretation of proposed change. Two issues identified in the field-based model that require additional study were (a) intentionality of decision-making by staff developers, and (b) modeling desirable behaviors by change agents.;

504 a| Includes bibliographical references (leaves 238-249).;

650 0 a| Teachersx| In-service training.=| ^A16635;

650 0 a| Educational change.=| ^A269570;

650 0 a| Teachersx| Attitudes.=| ^A58544;

650 0 a| School improvement programs.=| ^A193278;

650 7 a| School improvement programs.2| fast0| (OCoLC)fst01107461;

650 7 a| Educational change.2| fast0| (OCoLC)fst00903371;

650 7 a| Teachersx| Attitudes.2| fast0| (OCoLC)fst01144252;

650 7 a| Teachersx| In-service training.2| fast0| (OCoLC)fst01144294;

655 7 a| Academic theses.2| fast0| (OCoLC)fst01726453;

655 7 a| Academic theses.2| lcgft;

655 7 a| Thèses et écrits académiques.2| rvmgf0| (CaQQLa)RVMGF-000001173;

700 1 a| Hudgins, H. C.,e| degree supervisor.=| ^A119022;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 41 z| Access via ScholarShipu| http://hdl.handle.net/10342/10378;

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949 a| Click on web addressw| asish| hsl111;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 606813;

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Development and evaluation of a staff development model addressing issues of concerns, beliefs, and practices of middle grades science teachers / by Jerry L. Everhart.

Author/creator	Everhart, Jerry L. author.
Other author	Hudgins, H. C., degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Production	1995.
Description	249 pages, 9 unnumbered leaves : forms ; 28 cm
Supplemental Content	Access via ScholarShip
Subjects	Teachers--In-service training. Educational change. Teachers--Attitudes. School improvement programs.

Summary	The purpose of this study was to develop and compare two models of staff development that purport to instigate and sustain educational change. An ideal model was inductively derived by synthesizing staff development and change literature published between 1975 and 1995. A field-based model emerged from the researcher's examination of a staff development program deemed successful by participants and external evaluators. Three questions were addressed in the investigation: 1. What were the underlying philosophy, structure, and processes of an ideal staff development program as suggested by the research? 2. In what specific ways did issues relating to change influence the design and delivery of the staff development program? 3. What were the criteria for an effective staff development model suggested by the literature and by the results of a study of a successful staff development program? Both qualitative and quantitative methods were employed in the construction of the two models. In the construction of the ideal model, the researcher treated experts' recommendations and research findings as qualitative data. The field-based model was derived from data collected from participant surveys, responses to open-ended questions, interview and focus group transcripts, and archival data. The findings indicated that successful staff development programs incorporate common practices and structures that are implicitly and explicitly in program philosophy. Common elements found embedded in the beliefs and philosophies of both ideal and field-based staff development models include (a) awareness of organizational importance, (b) attention to trust, commitment, and collegiality in the change process, (c) examination of teachers' beliefs, needs, and concerns, and (d) acknowledgment of teachers' prior personal and professional experiences that affect interpretation of proposed change. Two issues identified in the field-based model that require additional study were (a) intentionality of decision-making by staff developers, and (b) modeling desirable behaviors by change agents.
General note	Advisor: H.C. Hudgins
General note	Submitted to the faculty of the Department of Educational Leadership.
Dissertation note	Ed. D. East Carolina University 1995
Bibliography note	Includes bibliographical references (leaves 238-249).
Genre/form	Academic theses.
Genre/form	Academic theses.
Genre/form	Thèses et écrits académiques.

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Development and evaluation of a staff development model addressing issues of concerns, beliefs, and practices of middle grades science teachers / by Jerry L. Everhart.

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