Date of Award:

5-2006

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Psychology

Committee Chair(s)

Steve Lehman

Committee

Steve Lehman

Committee

Dr. White

Committee

Dr. Ferguson

Committee

Dr. Bates

Committee

Dr. Hobbs

Abstract

This exploratory research used a mixed-methods design to compare the effectiveness of a telepresence-enabled cognitive apprenticeship model of teacher professional development (TEAM-PD) to that of a traditional workshop model by examining outcomes in teacher pedagogy and student achievement. Measures of the degree to which teachers in both groups enacted mathematics pedagogy provided mixed results. Both groups demonstrated similar patterns of behavior and cognition, indicating modest levels of pedagogy implementation. Although the experimental group demonstrated higher levels of enactment of the mathematics pedagogy, the comparison group demonstrated a faster rate of growth. Student outcome data were clear: students of teachers in the experimental group scored substantially higher on a test of relevant mathematics content than students of teachers in the comparison group. Collectively the results suggest that TEAM-PD has potential to be an effective model of teacher professional development.

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