Pre-service and in-service teacher education programs are designed to disseminate large quantities of knowledge in a short period of time (Deng, 2004). However, they have been found to be ineffective with implementing teacher change (Deng, 2004). To increase the level of effective implementation, as measured by the ability of teachers to utilize what they have learned, designers of pre-service and in-service programs for teachers should include cognitively engaging activities (Cochran-Smith & Lytle, 1999). This study explored the relationship between student achievement and the level of teacher participation while attending an inquiry-based professional development program. Six teachers at a private school participated in the two year research-based professional development program aligned with inquiry-based concepts and mutual consultation practices. Effectiveness was measured by student performance. The results indicate that the teachers were not as cognitively engaged during the whole-group lectures. The participation level for all participating teachers increased during the collaborative sessions. Findings indicate a correlation between teachers' cognitive participation level and the implementation of concepts included in the professional development sessions within the classroom. In addition, students taught by teachers exhibiting a higher level of cognitive engagement during the professional development program demonstrated higher achievement scores, as measured by standardized tests. The findings of this study suggest teachers utilize more concepts acquired when they are more cognitively engaged in the learning experience. Also, results suggest student achievement scores increase when teachers are more cognitively engaged while participating in professional development programs.
","abstract_html":"<p>Pre-service and in-service teacher education programs are designed to disseminate large quantities of knowledge in a short period of time (Deng, 2004). However, they have been found to be ineffective with implementing teacher change (Deng, 2004). To increase the level of effective implementation, as measured by the ability of teachers to utilize what they have learned, designers of pre-service and in-service programs for teachers should include cognitively engaging activities (Cochran-Smith & Lytle, 1999). This study explored the relationship between student achievement and the level of teacher participation while attending an inquiry-based professional development program. Six teachers at a private school participated in the two year research-based professional development program aligned with inquiry-based concepts and mutual consultation practices. Effectiveness was measured by student performance. The results indicate that the teachers were not as cognitively engaged during the whole-group lectures. The participation level for all participating teachers increased during the collaborative sessions. Findings indicate a correlation between teachers' cognitive participation level and the implementation of concepts included in the professional development sessions within the classroom. In addition, students taught by teachers exhibiting a higher level of cognitive engagement during the professional development program demonstrated higher achievement scores, as measured by standardized tests. The findings of this study suggest teachers utilize more concepts acquired when they are more cognitively engaged in the learning experience. Also, results suggest student achievement scores increase when teachers are more cognitively engaged while participating in professional development programs.</p>","abstract_has_math":false,"creators":["El-Amin Muhammad, Lynne Beyah"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"School of Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T02:54:59Z","subjects":["Cognitive Growth","Individualized Instruction","Level of Participation","Professional Development","Shuraa Baynahum","Teacher Development","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/72","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["El-Amin Muhammad, Lynne Beyah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T17:07:33Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Cognitive Growth","Individualized Instruction","Level of Participation","Professional Development","Shuraa Baynahum","Teacher Development","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/72"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Pre-service and in-service teacher education programs are designed to disseminate large quantities of knowledge in a short period of time (Deng, 2004). However, they have been found to be ineffective with implementing teacher change (Deng, 2004). To increase the level of effective implementation, as measured by the ability of teachers to utilize what they have learned, designers of pre-service and in-service programs for teachers should include cognitively engaging activities (Cochran-Smith & Lytle, 1999). This study explored the relationship between student achievement and the level of teacher participation while attending an inquiry-based professional development program. Six teachers at a private school participated in the two year research-based professional development program aligned with inquiry-based concepts and mutual consultation practices. Effectiveness was measured by student performance. The results indicate that the teachers were not as cognitively engaged during the whole-group lectures. The participation level for all participating teachers increased during the collaborative sessions. Findings indicate a correlation between teachers' cognitive participation level and the implementation of concepts included in the professional development sessions within the classroom. In addition, students taught by teachers exhibiting a higher level of cognitive engagement during the professional development program demonstrated higher achievement scores, as measured by standardized tests. The findings of this study suggest teachers utilize more concepts acquired when they are more cognitively engaged in the learning experience. Also, results suggest student achievement scores increase when teachers are more cognitively engaged while participating in professional development programs.
"]},{"key":"dc:title","label":"Title","values":["Effectiveness of an Inquiry Based Professional Development Program"]}]}],"canonical_facts":{"dc:creator":["El-Amin Muhammad, Lynne Beyah"],"dc:date.available":["2016-03-31T17:07:33Z"],"dc:description.abstract":["Pre-service and in-service teacher education programs are designed to disseminate large quantities of knowledge in a short period of time (Deng, 2004). However, they have been found to be ineffective with implementing teacher change (Deng, 2004). To increase the level of effective implementation, as measured by the ability of teachers to utilize what they have learned, designers of pre-service and in-service programs for teachers should include cognitively engaging activities (Cochran-Smith & Lytle, 1999). This study explored the relationship between student achievement and the level of teacher participation while attending an inquiry-based professional development program. Six teachers at a private school participated in the two year research-based professional development program aligned with inquiry-based concepts and mutual consultation practices. Effectiveness was measured by student performance. The results indicate that the teachers were not as cognitively engaged during the whole-group lectures. The participation level for all participating teachers increased during the collaborative sessions. Findings indicate a correlation between teachers' cognitive participation level and the implementation of concepts included in the professional development sessions within the classroom. In addition, students taught by teachers exhibiting a higher level of cognitive engagement during the professional development program demonstrated higher achievement scores, as measured by standardized tests. The findings of this study suggest teachers utilize more concepts acquired when they are more cognitively engaged in the learning experience. Also, results suggest student achievement scores increase when teachers are more cognitively engaged while participating in professional development programs.
"],"dc:identifier":["https://ecommons.luc.edu/luc_diss/72"],"dc:subject":["Cognitive Growth","Individualized Instruction","Level of Participation","Professional Development","Shuraa Baynahum","Teacher Development","Teacher Education and Professional Development"],"dc:title":["Effectiveness of an Inquiry Based Professional Development Program"],"thesis:degree_discipline":["School of Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T02:54:59Z"}