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Metacognitive Approach to Student Teacher Improvement Within the PDS Paradigm
Unformatted Document Text:  E. Implication for Action: This research has several purposes, one is adding to the knowledge base. Teitel (1996) asserted that there has been relatively little documentation of the impact of PDSs on student achievement and what is offered is generally buried amid other data. Secondly, this study will have an institutional and/or organizational impact due to the nature of the design of the PDS being studied and the expansion by the same institution to other sites. Information gleaned from this study will be used to form a university model of professional development school partnerships for this institution. Measuring change is the focal point of this study utilizing the achievement scores of students being examined and the perceptions of the classroom teachers of the school climate over a two-year time period. Lastly, informing constituencies of the impact of a professional development school program is one of the goals of all PDS sites (NCATE Standards, p. 6). Results of the study will be shared with the university’s College of Education and the school district’s administrative team through a report summarizing the findings. There is an educational need to improve student learning and performance on statewide testing. There is state funding that is directly related to student performance on these test instruments. Additionally, residents of the school district, school board members, and school district administrators have expressed concern over continued financial support and participation in the PDS program unless a significant benefit to the school population in terms of improved student achievement can be clearly demonstrated. University administrators are interested in expanding the PDS program to other elementary schools within this district, as well as to neighboring districts, and are seeking verification of classroom instruction effectiveness. Additionally, both members of this PDS partnership share the goal of improving classroom teacher performance, teacher 8

Authors: Creasy, Kim. and Mraz, Mark.
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E. Implication for Action:
This research has several purposes, one is adding to the knowledge base. Teitel
(1996) asserted that there has been relatively little documentation of the impact of PDSs
on student achievement and what is offered is generally buried amid other data.
Secondly, this study will have an institutional and/or organizational impact due to the
nature of the design of the PDS being studied and the expansion by the same institution to
other sites. Information gleaned from this study will be used to form a university model
of professional development school partnerships for this institution. Measuring change is
the focal point of this study utilizing the achievement scores of students being examined
and the perceptions of the classroom teachers of the school climate over a two-year time
period. Lastly, informing constituencies of the impact of a professional development
school program is one of the goals of all PDS sites (NCATE Standards, p. 6). Results of
the study will be shared with the university’s College of Education and the school
district’s administrative team through a report summarizing the findings.
There is an educational need to improve student learning and performance on
statewide testing. There is state funding that is directly related to student performance on
these test instruments. Additionally, residents of the school district, school board
members, and school district administrators have expressed concern over continued
financial support and participation in the PDS program unless a significant benefit to the
school population in terms of improved student achievement can be clearly demonstrated.
University administrators are interested in expanding the PDS program to other
elementary schools within this district, as well as to neighboring districts, and are seeking
verification of classroom instruction effectiveness. Additionally, both members of this
PDS partnership share the goal of improving classroom teacher performance, teacher
8


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