{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/23385"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/23385","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Implications of three staff development interventions in small schools","abstract":"\"The purpose of the study was to observe how teachers in small school districts changed behavior after being involved in one of three different staff interventions. Teachers in Group I (N = 9) received a \"\"one-shot\"\" 5-hour workshop on cooperative learning techniques. No additional contact was made with these teachers for 8 weeks. Group II (N = 7) teachers received two $2{1\\over2}$-hour workshops on cooperative learning spaced 2 weeks apart. Group II teachers were arranged in a peer observation-peer support network. Group II teachers made two peer observations while the observed teacher was using cooperative learning. Group III (N = 6) teachers received two $2{1\\over2}$-hour workshops on cooperative learning spaced 2 weeks apart. Group III teachers were observed twice by the trainer while they were using cooperative learning. Pre- and post-conferences were held with each teacher to discuss cooperative learning use. Interviews were conducted with all 22 teachers at the 8-week and 16-week conclusion of the study to determine length of use, type of use, level of use, and to form an innovation configuration.\"","abstract_html":""The purpose of the study was to observe how teachers in small school districts changed behavior after being involved in one of three different staff interventions. Teachers in Group I (N = 9) received a ""one-shot"" 5-hour workshop on cooperative learning techniques. No additional contact was made with these teachers for 8 weeks. Group II (N = 7) teachers received two $2{1\\over2}$-hour workshops on cooperative learning spaced 2 weeks apart. Group II teachers were arranged in a peer observation-peer support network. Group II teachers made two peer observations while the observed teacher was using cooperative learning. Group III (N = 6) teachers received two $2{1\\over2}$-hour workshops on cooperative learning spaced 2 weeks apart. Group III teachers were observed twice by the trainer while they were using cooperative learning. Pre- and post-conferences were held with each teacher to discuss cooperative learning use. Interviews were conducted with all 22 teachers at the 8-week and 16-week conclusion of the study to determine length of use, type of use, level of use, and to form an innovation configuration."","abstract_has_math":true,"creators":["White, Russell Gene"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["McGreal, Thomas L."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T14:12:17Z","date_published":"2011-05-07T14:12:17Z","updated_at":"2026-07-22T22:25:21Z","subjects":["Education, Curriculum and Instruction"],"languages":["eng"],"rights":["Copyright 1989 White, Russell Gene"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI8924966","(UMI)AAI8924966"],"render_values":[{"text":"AAI8924966","href":null,"code":true},{"text":"(UMI)AAI8924966","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/23385","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McGreal, Thomas L."]},{"key":"dc:creator","label":"Author","values":["White, Russell Gene"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T14:12:17Z","10000-01-01","1989"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1989 White, Russell Gene"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI8924966","(UMI)AAI8924966","http://hdl.handle.net/2142/23385"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"The purpose of the study was to observe how teachers in small school districts changed behavior after being involved in one of three different staff interventions. Teachers in Group I (N = 9) received a \"\"one-shot\"\" 5-hour workshop on cooperative learning techniques. No additional contact was made with these teachers for 8 weeks. Group II (N = 7) teachers received two $2{1\\over2}$-hour workshops on cooperative learning spaced 2 weeks apart. Group II teachers were arranged in a peer observation-peer support network. Group II teachers made two peer observations while the observed teacher was using cooperative learning. Group III (N = 6) teachers received two $2{1\\over2}$-hour workshops on cooperative learning spaced 2 weeks apart. Group III teachers were observed twice by the trainer while they were using cooperative learning. Pre- and post-conferences were held with each teacher to discuss cooperative learning use. Interviews were conducted with all 22 teachers at the 8-week and 16-week conclusion of the study to determine length of use, type of use, level of use, and to form an innovation configuration.\"","Stages of concern questionnaires were administered to the teachers prior to training, at the 8-week point, and at the 16-week conclusion of the study. Group III had the most comprehensive and complete use of the innovation. Use was 98% of possible use. Group I had 68% use of possible usage and Group II had 56% use of possible usage. Difference in concerns were expressed in two of seven areas. The two were collaboration and refocusing. Additional research to examine a permanent change in behavior should follow. A study adding the principal as part of the trained staff would be valuable research information for future staff development.","Made available in DSpace on 2011-05-07T14:12:17Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 8924966.pdf: 5499031 bytes, checksum: fedf51359dbcc95a0cacf3b8db227e90 (MD5) Previous issue date: 1989","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T15:04:07Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:30:36-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["Implications of three staff development interventions in small schools"]}]}],"canonical_facts":{"dc:contributor":["McGreal, Thomas L."],"dc:creator":["White, Russell Gene"],"dc:date":["2011-05-07T14:12:17Z","10000-01-01","1989"],"dc:description":["\"The purpose of the study was to observe how teachers in small school districts changed behavior after being involved in one of three different staff interventions. Teachers in Group I (N = 9) received a \"\"one-shot\"\" 5-hour workshop on cooperative learning techniques. No additional contact was made with these teachers for 8 weeks. Group II (N = 7) teachers received two $2{1\\over2}$-hour workshops on cooperative learning spaced 2 weeks apart. Group II teachers were arranged in a peer observation-peer support network. Group II teachers made two peer observations while the observed teacher was using cooperative learning. Group III (N = 6) teachers received two $2{1\\over2}$-hour workshops on cooperative learning spaced 2 weeks apart. Group III teachers were observed twice by the trainer while they were using cooperative learning. Pre- and post-conferences were held with each teacher to discuss cooperative learning use. Interviews were conducted with all 22 teachers at the 8-week and 16-week conclusion of the study to determine length of use, type of use, level of use, and to form an innovation configuration.\"","Stages of concern questionnaires were administered to the teachers prior to training, at the 8-week point, and at the 16-week conclusion of the study. Group III had the most comprehensive and complete use of the innovation. Use was 98% of possible use. Group I had 68% use of possible usage and Group II had 56% use of possible usage. Difference in concerns were expressed in two of seven areas. The two were collaboration and refocusing. Additional research to examine a permanent change in behavior should follow. A study adding the principal as part of the trained staff would be valuable research information for future staff development.","Made available in DSpace on 2011-05-07T14:12:17Z (GMT). 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