rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Identifying factors which promote or hinder the successful transfer of staff development to classroom practice
  name:
    name part: Brown, Catherine M.
    role:
      role term: creator
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: xx
    date issued: 2002
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: x, 134 leaves ; 28 cm.
  abstract: In every school across the nation, teachers are attending staff development to improve teaching skills and learn new programs that will facilitate student success. School districts include staff development training as part of their yearly budget. Are school districts getting the results they want from the specific training they provide their professional staff? Are the professionals in the school districts able to ensure student success based on new training? The purpose of this study was to identify factors that helped or hindered the transfer of staff development training to the workplace. The factors that were identified were: adult learning, administration attitudes towards various programs, the change process, follow-up meetings, implementation, time for planning, presenter quality, student success, support, tangible classroom supplies, and timeliness of presentations. This research followed the guideline to conduct data analysis and develop theory in a naturalistic paradigm as laid out by Glaser and Strauss. Grounded theory procedure and techniques were used as proposed by Strause and Corbin. Volunteer sampling was used to gather information from the school population. Both structured and unstructured interviews were administered by the participant observer. Data collected and analyzed in the study indicated that each factor identified had components that helped or hindered the successful transfer of staff development training. Responses reflected the attitudes as presented in the literature pertaining to adult learning and the change process. The findings of the study responded to additional research questions that guided this research: How does the implementation of staff development in selected classrooms compare with what was intended by staff developers, and what potential impact will the results of this study have on future staff development implementation in the classrooms as perceived by the educators on this research campus.
  note: by Catherine M. Brown.
  note: Vita.
  note: "Major Subject: Educational Administration".
  note: Issued also on microfiche from University Microfilm Inc.
  note: Ed. D. Texas A&M University 2002.
  note: Includes bibliographical references (leaves 115-118).
  subject:
    topic: Major educational administration
  identifier: 30-51574 UMI
  identifier: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  record info:
    record content source: TXA
    record creation date: 030217
    record change date: 20190325103350.0
    record identifier: in00001731664