Professional Development in Two Middle Schools - Assignment Example

 Qualitative dissertation analysis Introduction: An analysis of qualitative dissertation conducted to understand the nature of the professional development process at a middle school that has shown significant increases in statewide test scores conducted by Hall (2009) has been presented. This analysis provides a brief understanding of the sample used, methodology, findings and implications for practical applicability. This study was conducted during the academic year 2007-2008 on two middle schools in the Los Angeles County, namely the Mountain Middle School and the River Middle School. Credibility and usability of the data depends upon its reliability and data is regarded reliable when it is spread over longer duration (Patton, 2002). For this reason, the data was collected over three months’ period, October 2008 to December 2008. Sample used in the research comprised of students from two schools, which were regarded as located on the ‘fringe of a large city’ (p.63). Hall’s (2009) rationale behind choosing these schools was that both the schools served diverse population. These schools also possessed maximum number of qualified teachers. Thus, the sample population has been backed by appropriate demographics of two schools, and seemed apt for the purpose of this research. The case study approach adopted by this research provides support to apply the findings to settings with similar demographics. This is especially true when the other settings display similar patterns of groups. Literature review for this research is supportive of this fact, in that the triangulation of the data using interviews, observations, and document analysis offers significant understanding besides making the data valid and reliable (Hall, 2009; p.61). However, the limitations that Hall (2009) clearly quoted in terms of its scope and applicability include the nature of participants/teachers, their experience in teaching and their perceptions of professional development. This research adopted qualitative methods of data collection and analysis in which data was collected from two middle schools over a period of three months. This data included information obtained from observations, interviews and documents. For a qualitative analysis, these methods are usually sufficient as all the three methods are flexible and provide opportunity to permeate through any information in different ways. Systematic interviewing system backed up by follow-up session is a good way of collecting data from interviews. The main limitation in this system is openness of participants. Hall (2009) indicated issues such as hesitancy from teachers to participate, which was well tackled by choice of anonymity of participants if required. Audio recording of interviews was an additional advantage in order not to misinterpret or miss out any critical information shared. Perceptions gathered from observations were limited to specific activities that were observed in both schools separately. However, this was compensated through interviews and document analysis. The research explores evidences to believe that the professional development programs used by schools are good enough to raise student achievement outcomes. For this, professional development programs undertaken by two well performing middle schools have been studied in detail. Although factors determining teacher learning could be many, this research only focuses on looking at the approach that these schools have taken towards professional development of teachers. For this purpose, the qualitative study approach adopted in this research is quite appropriate as it gives an opportunity to observe with more flexibility, make assumptions and obtain a fair idea of how this process is carried out in these well-performing schools. By way of doing this, the research eliminates all possibilities of stiff thinking or observing; however, possibility of missing out certain critical aspects that may be appropriate for this purpose is also present. Nevertheless, this miss could be avoided only if more number of schools at similar performance level were included in the sample. Based on a qualitative mixed methods approach, Hall (2009) assessed nature of professional development in two middle schools. These methods indicated differences and patterns that existed in the process separately in two schools. Data collected from interviews were then coded into five categories corresponding with the research question to derive patterns that provided information for the purpose of this research. For example, information related to strategies such as Bloom’s taxonomy, tests etc were categorized under strategies adopted for professional development. This helped in creating framework consisting of the five research questions. Secondly, information obtained for all three data, i.e., interviews, observation and documents were compared to check for confirmation and exceptions that were not supportive of data. As suggested by Patton (2002), usage of three sources for data collection and their corroboration through coding underpins their validity and reliability. The scope of chosen research statement is quite broad compared to its study limited to two schools in one state. Hall (2009) acknowledged that teacher learning is impacted by many factors, and has hence limited the research to understanding professional development approaches or practices adopted by these schools. For this, research revolved around understanding kind of activities undertaken for professional development; measurement process for assessing professional development; teachers’ attitude towards development; impact of these activities on teachers and student outcomes; and role of leadership in the process. Frequency of activities was greater in one school than the other thus providing more flexibility and opportunity for planning in the former. Secondly, leadership and control from external entity, i.e., District office, varied between both the schools. Experience of the main leadership mattered as it decided the kind of strategies and activities undertaken in both the schools towards professional development. Secondly, good collaboration and coordination was found between staff and leadership in both the schools; however, the way they were executed in terms of time and place differed. Thirdly, effectiveness measurement process was same except for some additional practices followed by some teachers in both settings. Fourth, all teachers acknowledged that the activities meant for professional development improved communication, problem solving, creativity, and commitment. Yet, not all felt that these programs had same effectiveness in terms of focus and individual needs. Lastly, both schools had good support from leadership, but participation opportunity differed. The variables included in this research help in identifying how the strategies and approaches followed by these schools have helped them in achieving high student outcomes. In addition, these variables also help in identifying the gaps by way of teachers’ feedback and perceptions. The deductions of this research may be of great help for the leadership team as well as District Office to implement similar strategies at other schools in order to bring about greater professional development and improve overall student performance. In conclusion, this analysis gives a brief understanding of the research conducted to assess professional development in two middle schools with significant increases in statewide test scores. In the process, we identified the main variables that significantly impact professional development. Hall (2009) has clearly mentioned all potential limitations of the research with respect to sample population, methodology of the research and reliability of results, thus making it a meaningful and insightful research. References Hall, S.N. (2009). A Study Of Professional Development In Two Middle Schools With Significant Increases In Statewide Test Scores Presented to The University Of Southern California. ProQuest LLC. ISBN: 9781109139730. Patton, M.Q. (2002). Qualitative research & evaluation methods. California: Sage Publications, Inc. Read More