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Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm

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dc.contributor.author Mizer Stachler, Wendi Marie
dc.description.abstract The purpose of this study was to determine the sustainability of professional development teacher utilization of the Science-in-CTE pedagogical model and science enhanced CTE lessons one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program. en_US
dc.title Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm en_US
dc.date.accessioned 2012-05-02T14:52:50Z
dc.date.available 2012-05-02T14:52:50Z
dc.date.issued 2012-05-02
dc.identifier.uri http://hdl.handle.net/10365/19633
dc.date 2012 en_US
dc.thesis.degree Master of Science. en_US
dc.contributor.advisor Young, R. Brent en_US
dc.subject.course Agricultural Education. en_US
dc.subject.course Master of Science / Agricultural Education, College of Human Development and Education, 2012. en_US

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