Degree Type

Dissertation

Date of Award

1983

Degree Name

Doctor of Philosophy

Department

Education

Abstract

The purpose of this investigation was to develop and field-test diagnostic-prescriptive staff development instruments to assess knowledge of inservice programs, and to determine if specific entry-level knowledge is a function of the participant's sex, experience, education, or philosophy of education. A causal-comparative design was utilized;The main portion of the data gathered was derived from the staffs of five K-12 school organizations involved in a four-year research project with a major university. The project focused on improving teacher and administrator performance as a means of improving student achievement. The consortium (School Improvement Model) represented diversity in terms of school size, socioeconomic status, and urban vs. rural within Iowa and Minnesota during the 1982-1983 school year;Prior to training, a total of four hundred and sixty-two subjects were administered staff development assessments, which were created from items submitted by trainers Madeline Hunter, Joan Maxwell and Sam Kerman. Forty subjects volunteered to respond to a philosophy of education assessment. Statistical analysis consisted of item and score analyses, Kuder-Richardson 20 Reliability Estimates, and additional descriptive Statistics and Probability; Stepwise regression analysis answered the two operational hypotheses;Training assessments were found to be valid and reliable, to possess acceptable item discrimination and item difficulty levels. Scores obtained on the Teacher Expectations and Student Achievement Training Assessments were not related to the participant's education, experience, sex, or philosophy of education. Further, scores obtained on the Essential Elements of Instruction Training Assessments were not related to the participant's education, administrative experience, or sex. Scores on this assessment were, however, negatively related to teaching experience, but only of slight magnitude. Further, a slight but unimportant relationship to philosophy of education was discovered;Entry level knowledge of staff development programs was found to be: (1) effectively measured by the assessments created, (2) normally distributed, (3) not a viable function of the participant's sex, education or experience, and (4) unrelated to philosophy of education.

DOI

https://doi.org/10.31274/rtd-180813-5466

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Nancy Kinn Schycker

Language

en

Proquest ID

AAI8316159

File Format

application/pdf

File Size

247 pages

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