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8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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April 2007
The Differences in Professional
Development Training BetweenPrivate Corporations and
Public Education
A Proposal Defense
By
Yolanda E. SmithWilliam Allan Kritsonis, PhD
Dissertation Chair
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Committee Members
William Allan Kritsonis, Ph.D.(Dissertation Chair)
Ben C. DeSpain, Ed.D(Member)
Douglas Hermond, Ph.D.(Member)
David Herrington, Ph.D.(Member)
Camille Gibson, Ph.D.(Outside Member)
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Outline
I. The Problem
II. Purpose of Study
III. Research Questions [5]IV. Hypotheses (3)
V. Significance of the Study
VI. Review of Literature
VII. Research Design
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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The Whole Pie of Problems
Retention
16%
Shortage
16%
P.D
17%
Morale
17%
Salary
17%
Student Achievement
17%
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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The Problem Slice
ProfessionalDevelopment
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The Problem
“Until we improve the methods used to measurethe links among professional development,teacher performance, and student achievement,educators will be unable to convince parents,
community leaders, and local school boards toprovide the sufficient time and funding necessaryto improve our teachers’ understanding and our students’ performance” (Hackett, 2005).
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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I. Purpose of the Study
To compare the professional
development training programs in
the corporate business world with
the professional development
training programs in the public
education systems using Guskey
2000 model.
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Research Questions (1)
What are the differences in participants’
reactions regarding the professional
development training between educators
and corporate employees as measured bythe Professional Development
Assessment Tool?
(Quantitative)
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Research Question (2)
What are the differences in participants
learning in professional development
training between public educators and
corporate employees as measured by theProfessional Development Assessment
Tool?
(Quantitative)
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Research Question (3)
What are the differences in organizational support for professional developmentbetween public educators and corporateemployees as measured by theProfessional Development AssessmentTool?
(Quantitative)
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Research Questions (4) What are the differences in participants’ use of knowledge and
skills gained from their professional development training
program provided by private corporations and public education
as measured by Guskey’s Model?
(Qualitative)
(Qualitative)
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Research Question (5)
What are the differences in how theevaluation of participants’ learning outcomes is determine between private
corporation and public education asmeasured by Guskey’s model?
(Qualitative)
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III. Hypotheses
Ho1There are no statistically significant
differences in participants’ reactions
regarding the professionaldevelopment training provided
between public educators and
corporate employees as measured
by the Professional DevelopmentAssessment Tool.
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Hypotheses
Ho2There are no statistically significant
differences in participants’ learning
throughout their professionaldevelopment training outcomes
between public educators and
corporate employees as measured
by the Professional DevelopmentAssessment Tool.
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Hypotheses
Ho3There are no statistically
significant differences in
organizational support for professional development training
between public educators and
corporate employees as measured
by the Professional DevelopmentAssessment Tool.
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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IV. Significance of the Study (1)
Education is a business. Advocates
for Human Resource and Educators
feel the pressure to prove that the
efforts giving to professional
development training is making a
difference in performance.
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Significance of the Study (2)
Knowledge gained from the study
will provide educational leaders with
information about how the quality of
professional development training
may eliminate teacher shortages and
enhance their performance.
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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V. Review of Literature
PD Overview/Historical
Past Research
Variables InvestigatedGuskey Model
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Review of Literature
Overview/Historical
What is Professional Development?
NSDC
ASTD
Guskey
History
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Review of Literature
Miller, 2006
Professional
Development in a
Large School
District: An
Application of
Guskey’s Model
Grade one teachers, mentors
and principals Participants’ Reactions,Knowledge and Skills,Organizational Support,Participants’ Use of
knowledge, Impact
Case Study; Quantitative
and Qualitative Research linkingProfessionalDevelopment withstudentachievement in
language arts.
Greene, 2005Quality Matters: A DifferentPerspective on theRelationship Between SchoolResources and Student
Outcomes
303 Public ComprehensiveHigh Schools in New Jersey
Outcome Variables(Language Arts, Mathgain scores) Predictor Variables (Environment& Resource)
Quantitative(Correlational)
Research onmore efficientand effectiveallocationstrategies
Author's/year/Title Population/Sample Variables Methodology Future Research
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Review of LiteratureAuthor's/year/Title Population/Sample Variables Methodology Future Research
Tsarouhas, 2004
Understanding
organizational context for
the evaluation of training
outcomes: A multi-site case
study in the community
mental health sector
Four organizations in themental health sector. 22participants were
interviewed
Guskey 3rd level(Organizational supportand change)
Qualitative only
(Interviews) Various sectorsbeside educationshould be usedby Guskey’s
model.
Lowden, 2003
Evaluating the Effectivenessof Professional Development
Certified K-12 teachers intwo districts in New York state.
Participants’Satisfaction,Participants’ Learning,Organizational Support
and Change,Participants’Knowledge, Studentlearning, TeachersAttitudes/beliefs
Quantitative (Surveyonly)
Research on PD based on the New Reform;Replicated on a
larger population;Teacher
perception of PD & teacher evaluation
process
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Review of Literature
Variables
• Participants’ Reactions
• Participants’ Learning
• Organizational Support• Participants’ Use of Knowledge and
Skills
• Students Outcomes
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Guskey 2000 Model
EvaluationLevel
What Questions AreAddressed?
How will information begathered?
What is Measured or Assessed? How will information be used?
1. Participants’ Reactions •Did they like it?•Was their time well spent?•Did the material make sense?•Will it be useful?•Was the leader knowledgeableand helpful?•Were the refreshments fresh
and tasty?•Was the room the righttemperature?•Were the chairs comfortable?
•Questionnaires administered atthe end of the session.•Focus groups•Interviews•Personal learning logs
Initial satisfaction with theexperience
To improve program design anddelivery
2. Participants’ Learning Did participants acquire theintended knowledge and skills/
•Paper-and-pencil instruments•Simulations anddemonstrations•Participant reflections (oraland/or written)•Participant portfolios•Case study analyses
New knowledge and skills of participants
To improve program content,format, and organization
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Guskey 2000 Model
3. Organization support andchange
•What was the impact on theorganization?•Did it affect organizationalclimate and procedures?•Was implementation advocated,facilitated, and supported?•Was the support public and
overt?•Were the problems addressedquickly and efficiently?•Were sufficient resources madeavailable?•Were successes recognized andshared?
•District and school records•Minutes from follow-upmeetings•Questionnaires•Focus groups•Structured interviews with participants and school or district
administrators•Participants portfolios
The organization’s advocacy,support, accommodation,facilitation, and recognition.
•To document and improveorganizational support•To inform future change efforts
4. Participants’ use of new
knowledge and skills
•Did participants effectively
apply the new knowledge andskills/
•Questionnaires•Structured interviews with
participants and their supervisors•Participant reflections (oraland/or written)•Participant portfolios•Direct observations•Video-or audiotapes
•Degree and quality of
implementation•To document and improve theimplementation of programcontent
EvaluationLevel
What Questions Are Addressed? How will information begathered?
What is Measured or Assessed? How will information be used?
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Guskey 2000 ModelEvaluation
LevelWhat Questions Are
Addressed?How will information be
gathered?What is Measured or Assessed? How will information be used?
5. Student learningoutcomes
• What was the impact onstudents?
• Did it affect studentperformance or achievement?
• Did it influence students’physical or emotional wellbeing?
• Are students more confidentas leaders?
• Is student attendanceimproving? Are dropout
decreasing?
• Student records
• School records
• Questionnaires
• Structured interviews
with students, parents,
teachers, and/or
administrators•Participant portfolios
•Student learning outcomes:
-Cognitive (performance andachievement)
-Affective (attitudes and
dispositions)
-Affective (attitudes anddispositions)
Psychomotor (skills and
behaviors)
To focus and improve allaspects of program design,implementation, and follow-up
To demonstrate the overallimpact of professional
development
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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How to Use Guskey’s Model
****Work the model backwards****
Level 5Level 4
Level 3
Level 2
Level 1
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VI. Research Design
Research Method: Mixed- Methods using an explanatory design.
Quantitative
The quantitative data will be collected first on Participants’ Reaction,Participants’ Learning, Organizational Support, & Participants’ Use of Knowledge and Skills using the PDAT web-based survey/questionnairetool.
http://pdat.speedsurvey.com
Qualitative
The qualitative data will be collected in two parts; Questionnaires and
interviews in order to identify the over all quality and effectiveness of professional development provided to employees.
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Instrumentation
Pilot Study
Convenience Sampling
30 NASA employees
30 Educators within HISD
Test-Retest Reliability
Trust-worthiness (Fair-Clear-Free of
Bias)
Changes based on inputs
Participants Excluded
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Subjects of the Study
Sampling Method
Purposive Sampling first, for selection of School
District and Private Corporation.
Cluster Random Sampling second, for selecting the
schools and departments.
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Cluster Sampling
HS,MS,ES,
HS,MS,ES,OS
Admin Bldg
HS, ES, MS,HS,MS,ES
HS,ES,MS,HS,MS,ES
HS,MS,ES,HS,MS,ES
HS,MS,ES,HS,MS,ES, OS,
Admin Bldg, Admin Bldg
Admin Bldg
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Analysis of Data
• QuantitativeResearch Questions Hypothesis Independent
VariablesDependentVariables
Statistics
What are the differences in participants’ reactionsregarding the professionaldevelopment training between
pubic educators and corporateemployees as measured by theProfessional Development
Assessment Tool?
Ho1
There are no statistically
significant difference in participants’ reactionsregarding the professional
development training between pubic educators and corporateemployees as measured by theProfessional Development
Assessment Tool?
Two Groups:
Public Educators
Corporate Employees
Participants’ Reactions T-test for independentvariables
Weighted Means1 = SD2 = D3 = NA4 = A5 = SA
What are the differences in participants’ learning in professional developmenttraining between publiceducators and corporateemployees as measured by theProfessional DevelopmentAssessment Tool?
Ho2
There are no statistically
significant differences in participants’ learning in professional developmenttraining between publiceducators and corporateemployees as measured by theProfessional DevelopmentAssessment Tool?.
Two Groups:
Public Educators
Corporate Employees
Participants’ Learning T-test for independentvariablesWeighted Means1 = SD2 = D3 = NA4 = A5 = SA
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Analysis of Data
• Quantitative
Research Questions Hypothesis IndependentVariables
DependentVariables
Statistics
What are the differences inorganizational supportregarding the professionaldevelopment training between pubic educators and corporateemployees as measured by theProfessional Development
Assessment Tool?
Ho1 There are no statisticallysignificant difference inorganizational supportregarding the professionaldevelopment training between pubic educators and corporateemployees as measured by theProfessional Development
Assessment Tool?
Two Groups:
Public Educators
Corporate Employees
Organizational Support T-test for independentvariables
Weighted Means1 = SD2 = D3 = NA4 = A5 = SA
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Analysis of Data
Qualitative
Surveys/Questionnaire
& Interviews
Record all I hear
Coding Using
NVivo
Software
Use Frequency Table
Percentages will be
Calculated and Listed
In Descending order
8/14/2019 Yolanda E. Smith - PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
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Analysis of Data
Quantitative
TEA/Districts/School Data/
Companies HR Data base/Fill in the
blanks surveys
Qualitative
Interview of
Educators &
Corporate Management
Questionnaires of
employees
Triangulation
Validation
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Selected References
Fraenkel, J.R. & Wallen, N. E. (2006). How to design and evaluate
research in education. (6th ed.) McGraw Hill: New York, N.Y.
Guskey, T.R. (2000). Evaluation professional development. Corwin
Press, Inc. Thousand Oaks, California.
Hackett, J. (2005). Exploring the links among professional
development: Teacher performance, and student achievement.
(Dissertation) Pro-Quest Information and Learning Company, (UMI
No. 3169621).
National Staff Development Counsel (2006). Standards. Retrieved
on October 27, 2006. from http://
www.nsdc.org/standards/about/index.cfm.