Pupil Perceptions and Feedback: Classroom Action Research Studies in a Professional Development School Setting

• In Event: Perceptions of Partnership: Insights of Teacher Candidates, Schoolchildren, and Families on Professional Development School Partnerships

Abstract

The purpose of this paper is to present PDS pupil perception data and feedback from classroom action studies that were aimed at making instructional changes directed at improving pupil achievement. The studies were conducted as part of a state-funded grant for strengthening teacher effectiveness in NYS and in a Professional Development School. Adaptions of a state-approved pupil survey were administered to pupils. The studies had three major categories of data that were analyzed: teacher classroom instructional performances; pupil classroom behaviors; and pupil perceptions and feedback. This paper focuses on pupils’ perceptions and feedback. Resulting data from surveys and feedback from exit tickets and interviews are given. What PDS pupils said influenced what teachers and teacher candidates thought about the changes.

Authors

• Linda A. Catelli, City University of New York

• Joan T. Carlino, Belmont Elementary

• GinaMarie Petraglia, Belmont Elementary PDS/NBSD

• Valerie Jackson, North Babylon School District