Intentional Coupling in Professional Learning Design: Impact on Urban PK–2 Teachers' Perceptions and Student Achievement

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Student Achievement and Student Support (Table 27)

Abstract

Professional learning (PL) that intentionally integrates, or couples, core teaching competencies has potential for improving student achievement. Yet, research reveals that PL remains to be skills-based with limited, authentically integrated experiences for teachers, which oftentimes impacts curricular access for students of color. Addressing the need for high-quality PL, this study focuses on PK-2 in-service teachers’ year-long participation in a unique PL design, within an urban school district, that couples content, methods, and inquiry and its impact on student achievement. Based on an integrated framework, the PL and experimental designs are discussed. Results suggest that in-service teachers’ participation in the PL design positively impacted teachers’ perceptions and student achievement. Implications for PL design development are offered to enhance equitable experiences.

Authors

• Raven Robinson-Wilson, University of North Florida

• Meghan M. Parkinson, University of North Florida

• Natalie Wright, CIC Planning Group

• Diane Yendol-Hoppey, University of North Florida