10 Strategic Points – Module 7
| Ten Strategic Points | Comments or Feedback |
Broad Topic Area | A Quantitative study to explore research relevant to Relationships between professional development of teachers, student achievement, principal leadership, and student economic status influence closing the achievement gap in Upper Midwest urban schools. | |
Lit Review | Professional Development * Professional development standards established in 2011 to develop new policies and practices (Borko, 2012). * The intensity and duration of the professional development indicates the amount of change in classroom practices (Garet et al., 2007).Teacher Knowledge for ...view middle of the document...
* Findings by the National Commission on Teaching and America’s Future (1996) indicate the critical need for school districts to select, prepare, and retain principals who understand their role in leading toward high quality teaching and learning (1996). * There are characteristics of effective principals suggested elements for leading professional communities (DuFour & Eaker, 1998). | |
Problem Statement | It is not known if there is a relationship between professional development of teachers, student economic status, academic achievement of students, and principal instructional leadership to close the achievement gap in grades 3-5 in urban schools in the upper Midwest regions of the United States. | |
Research Questions | * R1. What is the relationship between professional development and student achievement? * H1. There is a relationship between professional development and student achievement. * R2. How does professional development contribute to an increase in student achievement? * H2.Professional development contributes to an increase in student achievement. * R3. How are educational leaders in urban schools aligning teacher learning through professional development to increase student achievement? * H3. Educational leaders in urban schools are aligning teacher learning through professional to increase student achievement. * R4. How does student economic status effect academic achievement? * H4. Students’ economic status effect academic achievement. | |
Sample | The population for this study are at-risk school districts in the upper Midwest, grades 3-5, teachers and instructional leadership. | |
Describe Phenomena (qualitative) or Define Variables/Hypotheses (quantitative) | Methodology and Design Quantitative StudyMethodology: Correlational...