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You searched for +publisher:"Central Connecticut State University" +contributor:("Clark, Linda"). Showing records 1 – 2 of 2 total matches.

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Central Connecticut State University

1. Baird, Thomas J. (Thomas James), 1980-. Evaluation of the "Look-Ahead" Professional Development Model : Impact on Teacher Leanring and Student Outcomes.

Degree: Department of Educational Leadership, 2015, Central Connecticut State University

Professional development is an important component of a culture of continuous school improvement in order to maximize student learning. Most professional development efforts fall short of substantive evaluation, focusing only on participant reactions. Rarely do we measure the impact of professional development on teacher learning, implementation, and student outcomes. This study examined the effect of ongoing professional development for elementary teachers to implement instructional strategies that promote student discourse and reasoning in one Connecticut school district. This professional development model included multiple sessions each year and was sustained for three years. A mixed methods approach was used to evaluate the impact of the professional development model. Data sources included teacher surveys, classroom observations, and student achievement data. The teacher survey contained closed and open items for reflection. The closed items were analyzed using chi-square goodness-of-fit tests of proportions, while the open items were analyzed using axil coding. The observations utilized an implementation monitoring tool rating the type and frequency of student discourse and reasoning strategies used in the classroom. The observation data were analyzed using logistic regression models. Standardized test scores were included as a measure of student outcomes and analyzed using an ANOVA. Findings indicate the professional development model was effective in increasing teachers’ understanding and implementation of instructional strategies that promote student discourse and reasoning. Analysis of teacher feedback suggests an improved learning environment for students. Students were more independent, demonstrated their reasoning more frequently, and weremore willing to take academic risks. However, these effects where not consistently linked to improvement in standardized achievement tests. This study responds to a need identified in the literature for more robust evaluations for professional development that include analysis of teacher implementation and student outcomes. The observation and survey instruments as well as the professional development model itself could be used in other districts.

"Submitted in Partial Fulfillment of the Requirements for the Degree of Doctoral of Education."; Thesis adivsor: Linda Clark.; Ed.D.,Central Connecticut State University,,2015.;

Advisors/Committee Members: Clark, Linda.

Subjects/Keywords: Career development.; Teachers – Training of.; Academic achievement.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Baird, Thomas J. (Thomas James), 1. (2015). Evaluation of the "Look-Ahead" Professional Development Model : Impact on Teacher Leanring and Student Outcomes. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2312

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Baird, Thomas J. (Thomas James), 1980-. “Evaluation of the "Look-Ahead" Professional Development Model : Impact on Teacher Leanring and Student Outcomes.” 2015. Thesis, Central Connecticut State University. Accessed May 22, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2312.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Baird, Thomas J. (Thomas James), 1980-. “Evaluation of the "Look-Ahead" Professional Development Model : Impact on Teacher Leanring and Student Outcomes.” 2015. Web. 22 May 2019.

Vancouver:

Baird, Thomas J. (Thomas James) 1. Evaluation of the "Look-Ahead" Professional Development Model : Impact on Teacher Leanring and Student Outcomes. [Internet] [Thesis]. Central Connecticut State University; 2015. [cited 2019 May 22]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2312.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Baird, Thomas J. (Thomas James) 1. Evaluation of the "Look-Ahead" Professional Development Model : Impact on Teacher Leanring and Student Outcomes. [Thesis]. Central Connecticut State University; 2015. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2312

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Central Connecticut State University

2. McKeever, Pamela Malaspina, 1963-. Delayed High School Start Times of 8:30 a.m. or Later and Impact on Graduation Completion and Attendance Rates.

Degree: Department of Educational Leadership, 2016, Central Connecticut State University

Insufficient sleep is a significant health issue that can impact quality of life. Biological mechanisms drive adolescent sleep to shift, resulting in a delay in falling asleep and causing students to wake up later. The current study used a brain-based learning paradigm and Maslow's Hierarchy of Needs as a framework for investigating the impact of a school start time of 8:30 a.m. or later on adolescent performance. Specifically, student outcomes from a convenience sample of districts that delayed start times at or beyond 8:30 a.m. were used to measure the impact of delaying start times. Schools were identified from the Children's National Medical Center's (CNMC) Division of Sleep Medicine and included eight school districts (n = 29 high schools) located throughout seven different states with a total membership of over 30,000 students (Owens et al., 2014). Data were analyzed using a repeated measures Analysis of Variance (ANOVA) to determine the significance of the change over time in the mean attendance rates and graduation rates one year before the delayed start and two years after the delayed start. The model of the study was set up to control for free and reduced lunch status to determine the influence on attendance rates and graduation rates over time however sparse data lead to the exclusion of the covariate. Findings from this study linked a start time of 8:30 a.m. or later to improved attendance rates and graduation completion. This is an important finding because there are continued calls for empirical evidence to support the need for delaying start times. With results supporting the connection between improved student performance and start time, educational leaders and policy makers have a mechanism to contribute to the quality of a student's future life, through increase earning and opportunities for further education. It is the hope that by providing objective research that suggests positive changes in graduation rates and attendance rates after the implementation of a delayed school start time of 8:30 a.m. or later, decision-makers could shift thinking and consider later high school start times. School officials, politicians and educators need to take special notice that this investigation also raises questions about whether later start times are a mechanism for closing the achievement gap due to improved graduation rates.

"Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education."; Dissertation advisor: Linda Clark.; Ed.D.,Central Connecticut State University,,2016.;

Advisors/Committee Members: Clark, Linda.

Subjects/Keywords: Teenagers – Sleep.; School day.; High school graduates – Statistics.; High school attendance.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McKeever, Pamela Malaspina, 1. (2016). Delayed High School Start Times of 8:30 a.m. or Later and Impact on Graduation Completion and Attendance Rates. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McKeever, Pamela Malaspina, 1963-. “Delayed High School Start Times of 8:30 a.m. or Later and Impact on Graduation Completion and Attendance Rates.” 2016. Thesis, Central Connecticut State University. Accessed May 22, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McKeever, Pamela Malaspina, 1963-. “Delayed High School Start Times of 8:30 a.m. or Later and Impact on Graduation Completion and Attendance Rates.” 2016. Web. 22 May 2019.

Vancouver:

McKeever, Pamela Malaspina 1. Delayed High School Start Times of 8:30 a.m. or Later and Impact on Graduation Completion and Attendance Rates. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2019 May 22]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McKeever, Pamela Malaspina 1. Delayed High School Start Times of 8:30 a.m. or Later and Impact on Graduation Completion and Attendance Rates. [Thesis]. Central Connecticut State University; 2016. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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