Designing Effective Professional Development for Teaching Students in Poverty: Impact on Teacher Beliefs and Classroom Practice

Poverty has a consequential impact on student achievement. The No Child Left Behind Act and more recently the Every Student Succeeds Act put pressure on educators to close the achievement gap that exists for economically disadvantaged students. While this gap remains, high-poverty, high-achieving schools do exist. The purpose of this study was to discern the impact of practitioner-designed professional development (PD) on teacher beliefs about students from poverty. This study focused on the creation and implementation of PD designed to help teachers explore their beliefs, and investigated whether these beliefs changed after teachers received PD addressing teaching students from poverty. This PD was based on research from multiple studies on educators' perspectives and effective teaching strategies for poor students. The study was conducted using action research, with a mixed-methods approach, incorporating the quantitative analysis of surveys and the qualitative analysis of professional learning experiences and interviews. Findings from the study indicate that practitioner-designed PD can impact teachers' beliefs and lead to changes in their instructional practices. This research could provide guidance for school administrators and higher education leaders who seek to develop and implement PD that addresses teaching students in poverty.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Counselor Education

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2020

Author dc:creator

• Wickham, Barbara Martin

Chair dc:contributor.committeechair

• Mullen, Carol Ann

Committee members dc:contributor.committeemember

• Price, Ted S.
• Schulz, Jonathan Edward
• Cash, Carol S.

• poverty
• Career development
• beliefs
• instructional strategies
• survey
• interview

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

vt_gsexam:23985

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/97519