Indiana teachers' perceptions of the usefulness of the core training component of Project Lead The Way's professional development
Abstract
The purpose of this study was to determine Indiana Project Lead The Way (PLTW) teachers' perceptions of the usefulness of the Core Training Institute (CTI) professional development received two or more years after taking the professional development. This study utilized a survey created to measure participants' perceptions on four dimensions of professional development: Structural Features of Professional Development, Core Features of Professional Development, Reflection on Professional Development, and Post-Professional Development Support. The study focused on the perceptions of Indiana teachers teaching PLTW's pre-engineering curriculum as related to length of teaching experience, discipline licensure area, and number of PLTW professional development sessions attended. Two hundred and fifty two, or 45.3%, of Indiana PLTW teachers responded to the 32 statement survey. Twelve one-way analysis of variance (ANOVA) tests and a Tukey-Kramer Multiple-Comparison post-hoc test were conducted to test for significance. The study found no significant differences in the perceptions of Indiana PLTW teachers on the usefulness of the Core Training Institute (CTI) professional development received two or more years after taking the professional development in 11 of 12 ANOVA analyses, but did find a significant difference in the perceptions of teachers who have attended only one PLTW professional development session compared to those attending four or more PLTW professional development sessions regarding the survey dimension of Post-Professional Development Support.
Degree
Ph.D.
Advisors
Rogers, Purdue University.
Subject Area
Educational leadership|School administration|Educational psychology|Teacher education
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