Crawford, Elizabeth K.
Rausch, David W.; Bernard, Hinsdale, Tucker, James A.
College of Health, Education, and Professional Studies
University of Tennessee at Chattanooga
Place of Publication
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.
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.
High school teachers--Education (Continuing education)--Tennessee
Secondary Education and Teaching
viii, 138 leaves
Galloway, Darwin Anthony, "Secondary teachers' perceptions on their competency and self-efficacy levels associated with an integrated professional development approach to teaching United States history" (2023). Masters Theses and Doctoral Dissertations.