IMPACT OF PROFESSIONAL DEVELOPMENT ON TEACHER UNDERSTANDING OF LOW SOCIOECONOMIC STUDENT CONTEXTS AND
Moran, Peter O'Neill
MetadataShow full item record
This study examines the teacher understanding of low socioeconomic status (SES) students and its influence on motivation, specifically motivation to read. The study will investigate the use of professional development to support the implementation of two teacher practices. These practices are the development of learner profiles and the use of learner profiles to influence academic grouping, specifically the implementation of cooperative learning methods. The impacts of increasing teacher understanding of low SES students and its influence on motivation will be measured through the administration of the Motivation to Read Profile-Revised (MRP-R) survey (n=176) to measure changes in motivation, specifically the motivation of students of low SES. Teacher perceptions of student motivation will also be measured through the Perceptions of Student Motivation (PSM) survey (n=57). Finally, increasing teacher understanding of low SES student contexts impact on perceptions of teachers’ relationships with students will be measured using the Student Teacher Relationship Scale (STRS) survey (n=59).