Date of Award

2019

Document Type

Doctoral Dissertation

Degree Name

Education, Ed.D.

Department

Education

First Advisor

Jacqueline Waggoner

LC Subjects

Mathematics--Study and teaching; English--Study and teaching; Academic achievement

Abstract

The purpose of this study is to identify the relationship between changes in teachers’ professional learning conditions and changes in student achievement. The study examined conditions as measured by three state-wide administrations of the New Teacher Center’s Teaching, Empowering, Leading, and Learning (TELL) Survey in Oregon from 2014 to 2018 and contemporaneous student achievement data from Oregon state achievement tests, the Smarter Balanced Assessment (SBA) in Math and English. Participants were all 274 schools in Oregon with data for all administrations of relevant instruments. Data were disaggregated based on district and school size, poverty level, and English Language Learner (ELL) population. Analysis of study data were guided by three research questions: (a) how have measures of student achievement and teacher professional development changed over time in districts and schools in Oregon, (b) how do the changes in professional development correlate to student outcomes on the Smarter Balanced Assessment in Math and English, and (c) which professional development factor(s) are most closely related to or predictive of subsequent changes in student outcomes? Analyses included repeated measures analysis of variance (RM-ANOVA) for all instruments, analysis of variance (ANOVA) for both raw scores and calculated change scores, and correlation analysis among both raw and change scores within and between instruments. The study found strong within instrument correlations but few and weak correlations among SBA and TELL professional development measures during the study period. Implications for future study and professional development applications discussed include further research into outlier cases with strong improvement on both student achievement and professional development measures, more purposeful connection of professional development measures to professional development implementation, and more concrete connection of professional development to student learning.

Comments

Copyright for this work is retained by the author.

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