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Revealing and dealing with the “messy stuff”
Descriptive
TitleInfo
Title
Revealing and dealing with the “messy stuff”
SubTitle
the role of needs assessment in identifying, negotiating and planning for complex district learning needs
Name
(type = personal)
NamePart
(type = family)
Gamble
NamePart
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Kedra N.
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1972-
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Kedra Gamble
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(authority = RULIB)
author
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(type = personal)
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Belzer
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Aliza
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Aliza Belzer
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Advisory Committee
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chair
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(type = personal)
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(type = family)
Morrow
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(type = given)
Lesley
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Lesley Morrow
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Advisory Committee
Role
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internal member
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(type = personal)
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(type = family)
Boling
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(type = given)
Erica
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Erica Boling
Affiliation
Advisory Committee
Role
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(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Rainville
NamePart
(type = given)
Kristin
DisplayForm
Kristin Rainville
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
outside member
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School - New Brunswick
Role
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school
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Text
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theses
OriginInfo
DateCreated
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2014
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(type = degree)
2014-10
CopyrightDate
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2014
Place
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xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
Excellent teaching is key to improving schools (Haycock, 1998; Darling-Hammond, 2000; Taylor & Pearson, 2002), and effective professional development can have a positive impact on teaching practice (Borko, 2004). In order for it to be effective, professional development should be grounded in what we know about adult learners (Drago-Severson, 2011). In particular, adults need learning experiences that are relevant and based on their accurately-defined needs (Knowles, Holton, & Swanson, 2005). Identifying and addressing those needs can be a complicated social endeavor that is shaped by contextual influences and competing interests. While researchers agree that conducting a systematic needs assessment can significantly impact the overall effectiveness and quality of professional development (Goldstein & Ford, 2002; Kraiger & Auginis, 2001; McGehee & Thayer, 1961), effective needs assessments are rarely conducted as part of the planning process (Clarke, 2003; Taylor, 1998). If school leaders are to see needs assessment as a critically important tool for planning PD, and if they are to be prepared to deal with the layered and diverse learner needs and interests that emerge during the process, there is a need for research that describes how others have done so. The REVEALING AND DEALING: NEEDS ASSESSMENT AND PD Gamble, K. (2014) iii purpose of this dissertation was to examine how one district used needs assessment to identify, negotiate, and plan for complex learner needs, and to examine the impact of contextual factors on the needs assessment and planning processes. This case study used data originally collected by a K-12 school district as part of a needs assessment designed to inform its PD plan. Multiple data collection methods, including observations, document review, and interviews, were utilized by the district as part of the needs assessment and were later analyzed for this study using a systems thinking framework. Findings showed that although the needs assessment was conducted without much incident and revealed a range of learning needs, leaders were constrained by contextual factors in their ability to address all needs. A systems thinking model for needs assessment in schools is proposed as a resource for dealing with the complexities of needs assessment and PD planning.
Subject
(authority = RUETD)
Topic
Education
Subject
(authority = ETD-LCSH)
Topic
Teachers--Training of--United States
Subject
(authority = ETD-LCSH)
Topic
Needs assessment
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD_5982
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (xi, 226 p. : ill.)
Note
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Ph.D.
Note
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Includes bibliographical references
Note
(type = statement of responsibility)
by Kendra N. Gamble
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TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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NjNbRU
Identifier
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doi:10.7282/T3PK0DM6
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Gamble
GivenName
Kedra
MiddleName
N.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(point = start)
2014-10-01 01:01:59
AssociatedEntity
Name
Kedra Gamble
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ETD
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windows xp
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