It is a common knowledge that student achievement is a product of multiple individual and environmental factors. The literature
developed various models to organize and explain the relationship between some of these variables and student learning which translates
into student achievement. Yet, no comprehensive model is able to capture all possible variables. Student's achievement is often related to
student, classroom, and school factors. Teachers are an important factor in student achievement because they facilitate, manage and
encourage student learning. Teacher professional development (PD) maintains an important role in developing teacher knowledge, skills and
attitudes and consequently improve student performance. Guided by Guskey's Model for Teacher Change (1986), and Desimone's proposed core
framework for studying effects of professional development on teachers and students (2009), this research study examined overall
professional development, and its association to grade 8 student math scores in the Kingdom of Bahrain. The research also examined six
types of professional development, content, curriculum, pedagogy, critical thinking, pedagogy and assessment. The teacher professional
development variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science
Study (TIMSS) 2003-2007-2011 eight-grade dataset for the Kingdom of Bahrain. The outcome variable was the TIMSS math score in these years.
The Ministry of Education also adapted a new professional development policy to encourage teachers in Bahrain to participate in PD. The
research also examine the policy's relationship to change in student achievement and to the change in PF programs in Bahrain. Bahrain
invests a fair amount of the educational budget in PD for teachers with the belief that PD is associated with student achievement.
Overall, the results of this study suggest that the overall professional development is positively associated to student achievement. Math
content and math curriculum PD programs are associated to student achievement. Professional development in assessment, IT, pedagogy and
critical thinking are not significant variables. Introducing the 2008 new professional development policy in the country to encourage more
teachers to be involved in PD programs was not significant to student achievement. That suggests that investment in teacher professional
development activities is a good investment, yet needs to be closely monitored and periodically evaluated. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial
fulfillment of the Doctor of Philosophy. / Fall Semester 2015. / December 7, 2015. / Kingdom of Bahrain, Professional Development, Teacher, TIMSS / Includes bibliographical references. / Linda Schrader, Professor Co-Directing Dissertation; Stacey Rutledge, Professor Co-Directing
Dissertation; James Klein, University Representative; Marytza Gawlik, Committee Member; Toby Park, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_360309 |
| Contributors | Ajjawi, Samah Al (authoraut), Schrader, Linda Bethe (professor co-directing dissertation), Rutledge, Stacy A. (professor co-directing dissertation), Klein, James D. (university representative), Gawlik, Marytza A. (Marytza Anne) (committee member), Park, Toby J. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting department) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (104 pages), computer, application/pdf |
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