Committee Chair

Crawford, Elizabeth K.

Committee Member

Rausch, David W.; Bernard, Hinsdale, Tucker, James A.

Department

School of Professional Studies

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

The study assessed a multifaceted professional development approach and its impact on teacher competency and self-efficacy. The professional development approach considered in this study reflected an integration of Content Immersion Mini-institutes, Public History Field Experiences, and Collaborative Pedagogical workshops offered to middle school and high school United States history teachers. The major focus of the study was scaled exit surveys and free response questions completed by teachers in six school districts in northeastern Tennessee, who were part of a Teaching American History Grant program sponsored by Tennessee’s First Frontier Consortium. These extant exit surveys were used to determine the relationship between each type of professional development activity and their corresponding teacher reported levels of competency and self-efficacy.

Degree

Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.

Date

8-2023

Subject

High school teachers--Education (Continuing education)--Tennessee

Keyword

History Teacher Professional Development; United States History Education; Teacher Self-Efficacy and Competency; Secondary Teacher Professional Development

Discipline

Secondary Education and Teaching

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

viii, 138 leaves

Language

English

Rights

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

License

http://creativecommons.org/licenses/by/4.0/

COinS