[-] Show simple item record

dc.contributor.advisorWatkins, Pauleng
dc.contributor.advisorStader, Davideng
dc.contributor.authorKourany, Isabeleng
dc.date.issued2017eng
dc.date.submitted2017 Springeng
dc.descriptionAbstract from public.pdfeng
dc.description.abstractThis study's purpose is to determine the effectiveness of ProEd's Teachers Teaching Teachers Program, by examining how participation impacts student engagement, lesson design, and student perceptions of their teachers. Twenty teachers from Escuela San Jose de Malambo were observed during one lesson. After each observed lesson, students filled-in a teacher perception survey. The twenty teachers were divided into two groups: teachers who attended TTT workshops zero or one year, and teachers who attended for two to five years. Statistically significant differences between both groups were found for some of the instructional strategies and activities observed. With teachers who had more TTT experience, students spent significantly more time working with each other and used more conferencing. Teachers with less TTT experience used more question and answer and observation by student. Statistically significant differences between the two groups were found in four independent survey items and in an overall quality score given to each teacher. For these items, means were higher in the group of teachers who had attended TTT for 2 to 5 years. Additional lessons by the same teachers should be observed and the study can be replicated in other schools that have participated in TTT to see if the findings are similar.eng
dc.description.bibrefIncludes biblographical referenceseng
dc.format.extentvii, 85 pageseng
dc.identifier.urihttps://hdl.handle.net/10355/61947
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.eng
dc.subject.FASTCareer developmenteng
dc.subject.FASTTeachers -- Training ofeng
dc.subject.FASTStudent evaluation of teacherseng
dc.titleThe influence of sustained professional development on Panamanian teachers : student engagement and perceptionseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


Files in this item

[PDF]
[PDF]
[PDF]

This item appears in the following Collection(s)

[-] Show simple item record