Changing Practices and Minds: The Effects of Just-in-Time Professional Development Teachers and Their Students

• In Event: Poster Session 16
  In Poster Session: Trends and Issues in Professional Development

Abstract

The purpose of this study was to investigate the effects and effectiveness of school-based teacher professional development on teachers’ uses of instructional technologies, and the impact the frequency of professional development had on student achievement. The data were gathered through an electronic survey of a stratified, purposeful sample of teachers seeking their self-reported access to professional development and their uses and perceptions of a wide array of instructional technologies. The results indicate that many barriers to using technologies can be removed and that ‘just in time” professional development changed teachers’ practices and beliefs. The study also found that teachers who made frequent use of the professional development support showed higher, but not significant, student achievement scores.

Authors

• Gary R. Galluzzo, George Mason University

• Janis Streich, Spotsylvania County Schools

• Paula Azevedo, George Mason University