Evaluation of a Tiered Model for Staff Development in Writing
Bibliographic Data
| ID | 13683197 |
|---|---|
| Authors | Ruie Jane Pritchard (North Carolina State University, corresponding author), Jon C Marshall (South Dakota State University) |
| Year | 1994 |
| Volume | 28 |
| Issue | 3 |
| Pages | 259-285 |
| Publication date | 1994-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research in the Teaching of English (JOURNAL) |
| Journal identifiers | ISSN: 0034-527X • E-ISSN: 1943-2348 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.58680/rte199415376 |
| OpenAlex | W5106299 |
| Language | EN |
| Citations received | 2 |
| References cited | 4 |
This study sought to determine the value of a tiered model of staff development for five districts using Teacher Consultants (TCs) drawn from a parent district with a long writing project history. In these outreach projects, these TCs actualized the National Writing Project (NWP) principle of regarding teachers as expert consultants to their colleagues. Stake’s Contingency and Congruence Evaluation Model was used to establish 1) the relationships among the preconditions necessary for successful implementation of the staff development program, 2) the processes by which the program was to be implemented, and 3) the outcomes which were intended. Data across five replication sites consisted of evaluations from 366 participants; self-reports of changes in skill levels by 191 participants; self-reports of classroom practices implemented by 216 participant and control teachers; and pretest and posttest scores on essays written by 3,927 students of participant and control teachers. It was determined that most required preconditions were observed; that all intended processes of the programs in the replication sites were successfully accomplished; and that the expected outcomes in replication sites were, in fact, achieved. In terms of outcome data, most of the analyses reflect significant differences in writing achievement between treatment and control subjects, favoring students of trained teachers. A survey of classroom practices indicated that trained teachers at all levels implemented more varied composition activities than did non-trained teachers. The results are viewed in light of the literature on effective staff development and, in particular, on the NWP
Faculty Development · Mathematics education · Pedagogy · Professional development · Sociology · Human Resource Development and Performance Evaluation · Psychology
| Citations per year | 0.07 |
|---|---|
| Citation span | 1999 - 2008 (10) |
| Highly cited | No |