Date of Award

5-11-2018

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Policy Studies

First Advisor

Chris Oshima

Second Advisor

Robert Hendrick

Third Advisor

Susan L. Ogletree

Fourth Advisor

Gwendolyn Benson

Abstract

Professional development schools (PDSs) refers to the partnership among universities and schools that is a collaboration often designed to improve student achievement and professional development by blending the pedagogical theories found in university coursework with the practicalities of classroom teaching. A review of the literature over the last twenty years revealed that the PDS approach failed to show consistent student achievement at the school level. Moreover, several quantitative studies showed limited improvement or any value-added from PDS collaboration. Consequently, there is a need for more in-depth research on the PDS instructional strategy that might describe the effectiveness of this approach on student achievement and teacher preparedness, which also has been noted by Tunks and Neapolitan (2007). To address this need, the Teacher-Intern-Professor (TIP) model, from the Collaboration and Resources for Encouraging and Supporting Transformations in Education federal grant (CREST-Ed), provides one possible solution for showing student achievement with teacher interns in PDSs. This TIP model for student achievement was assessed by utilizing Yin’s methodology, described in his 2014 Case Study Research book, for combining data from several sources. The data sources for this study came from resident interns’ Anchor Action Research (AAR) projects and interviews with resident interns, school leaders, and university district coordinators. The eight AAR quasi-experimental studies were combined using a meta-analysis, which resulted in an overall effect size of 0.102, along with two single-subject AAR projects, which produced effect sizes of 0.47 and 0.33, respectively. These effect sizes suggest that the interns taught as well as the certified teachers who had at least three years’ experience. Also, a focus group and individual interviews documented the perceptions of the stakeholders’ experiences, revealing three major themes: supports, yearlong preservice experience, and benefits from a summer Anchor Action Research course. These themes complemented the meta-analysis findings to describe more fully the effectiveness of the TIP model for student achievement at the classroom level.

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