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首页> 外文学位 >The application of research-based staff development practices in rural North Carolina elementary and middle schools: A comparative analysis of the perceptions' of teachers from high-standard- and low-achieving schools.
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The application of research-based staff development practices in rural North Carolina elementary and middle schools: A comparative analysis of the perceptions' of teachers from high-standard- and low-achieving schools.

机译：研究型员工发展实践在北卡罗来纳州农村中小学的应用：对高标准和低成就学校教师的看法的比较分析。

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摘要

The purpose of this research was to evaluate the condition of staff development among rural elementary and middle schools in North Carolina. The study measured the degree of application for thirty-eight research-based Staff Development Practices in the rural school setting with the objective of (1) determining the degree to which teachers working in rural elementary and middle schools perceived that research-based activities were applied in school-based staff development initiatives, (2) determining if there were differences the in application of the Practices between elementary and middle schools, (3) determining if there were differences in the application of the Practices between schools meeting academic performance standards and those not meeting standards, and (4) identifying Staff Development Practices that were reported as neglected among various subgroups of rural schools.; Through use of the School-Based Staff Development Practices Inventory, teachers were surveyed in reference to their understanding of staff development practices applied in school-based efforts. Comparison groups included teachers from low-standard- and high achieving elementary and middle schools.; The study was guided by four research questions. Statistical techniques used included one-way ANOVA, independent group t-test, paired t-test and the Scheffe Multiple Comparisons Procedure.; Findings from the study indicate that teachers perceived a moderate level of application for research-based staff development practices in their schools. Teachers from high-achieving elementary schools reported fewer of the Practices measured as being neglected than did those from the other comparison groups.
机译：这项研究的目的是评估北卡罗莱纳州农村中小学的员工发展状况。该研究测量了农村学校环境中38种基于研究的员工发展实践的应用程度，目的是（1）确定在农村中小学工作的教师认为应用基于研究的活动的程度在校本员工发展计划中，（2）确定小学和中学之间在实施《实践》方面是否存在差异，（3）确定在达到学业表现标准的学校与那些在达到学业表现标准的学校之间，在实践应用方面是否存在差异不符合标准的;（4）确定在农村学校的各个子群体中被忽视的员工发展实践;通过使用基于学校的员工发展实践清单，对教师进行了调查，以了解他们对在校内工作中应用的员工发展实践的理解。比较组包括来自低标准和高成就小学和中学的老师。该研究以四个研究问题为指导。所使用的统计技术包括单向方差分析，独立组t检验，配对t检验和Scheffe多重比较程序。该研究的结果表明，教师认为学校中基于研究的员工发展实践的应用水平中等。成绩优异的小学老师报告的被忽略的行为实践比其他比较组的教师少。

著录项

  • 作者

    Pearson, Dwight.;

  • 作者单位

    North Carolina State University.;

  • 授予单位 North Carolina State University.;
  • 学科 Education Administration.; Education Teacher Training.; Education Philosophy of.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 127 p.
  • 总页数 127
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;教师;教育;
  • 关键词

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