Staff development process that results in change: A training of trainers cadre.
| dc.contributor.advisor | McQuarrie, Frank O., Jr., | en_US |
| dc.contributor.author | Caldwell, Dorothy Ann. | en_US |
| dc.date.accessioned | 2013-08-16T12:29:34Z | |
| dc.date.available | 2013-08-16T12:29:34Z | |
| dc.date.issued | 1997 | en_US |
| dc.description.abstract | Findings that facilitate the implementation process were: (1) provide time for professional development; (2) ensure district and principal support; (3) establish follow-up and maintenance procedures; (4) designate someone to be held accountable at all levels; (5) establish an environment conducive to change; (6) connect new information to present teaching; (7) create a core of teacher leaders; (8) share ideas through dialogue and reflection; and, (9) have a belief in what you are doing. | en_US |
| dc.description.abstract | The implications and recommendations integrate previous learning with new findings. A new model is provided for a structure to ensure implementation of staff development. This model provides the image of how to impact change. | en_US |
| dc.description.abstract | Two research questions guided this study. The first one was concerned with the nature of implementation of the assessment concepts. The second question focused on the factors that facilitate, impede, and modify the implementation process. Changes that occurred as a result of the Cadre were the physical environments of the classroom, expansion of instructional strategies, student evaluation, and the teachers' confidence. Overwhelmingly, teachers felt they were better teachers. They understood the differences in learners, how to plan for instruction more clearly and the need to provide a variety of choices and assessments to meet all students' needs. | en_US |
| dc.description.abstract | The training of trainers program provides an answer to staff development that is a continuous job-embedded process. It provides the flexibility and adaptability for our rapidly changing society to meet the demands on public education. | en_US |
| dc.description.abstract | The literature is inundated with information regarding school improvement and staff development and yet, few schools are implementing changes as a result of these processes. This qualitative study examined a training of trainers Cadre during and after training in the schools and classrooms of seven participants. The content focus of the Cadre was assessment. | en_US |
| dc.description.abstract | The factors that impede the implementation process are: (1) failing to provide time for professional development; (2) omitting follow-up and maintenance; and, (3) change itself. The one factor that modified implementation was being able to modify the concepts from the Cadre training to personal and site needs. | en_US |
| dc.format.extent | ix, 162 leaves ; | en_US |
| dc.identifier.uri | http://hdl.handle.net/11244/5449 | |
| dc.note | Chair: Frank O. McQuarrie, Jr. | en_US |
| dc.note | Source: Dissertation Abstracts International, Volume: 58-02, Section: A, page: 0373. | en_US |
| dc.subject | Teachers In-service training United States. | en_US |
| dc.subject | Education, Adult and Continuing. | en_US |
| dc.subject | Education, Teacher Training. | en_US |
| dc.subject | Employee training personnel United States. | en_US |
| dc.subject | Education, Curriculum and Instruction. | en_US |
| dc.thesis.degree | Ph.D. | en_US |
| dc.thesis.degreeDiscipline | Department of Instructional Leadership and Academic Curriculum | en_US |
| dc.title | Staff development process that results in change: A training of trainers cadre. | en_US |
| dc.type | Thesis | en_US |
| ou.group | Jeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum | |
| ou.identifier | (UMI)AAI9722338 | en_US |
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