ZHANG, YUAN
(2019)
ENGAGEMENT, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT: INSIGHTS FROM INTERNATIONAL LARGE-SCALE SURVEY AND ASSESSMENT STUDIES.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This dissertation includes two articles examining the connection among important educational
factors at student, teacher, and school levels using data from international large-scale survey and
assessment studies in four education systems that have distinct cultural and social background
and achieve at varying levels on international assessments. The first article discusses engagement
as a multidimensional construct and explores its relationship with achievement and instruction in
mathematics, applying structural equation modeling techniques—confirmatory factor analysis
and path analysis. The second article examines the impact of various types of professional
development activities on mathematics teachers’ self-efficacy, focusing on their self-efficacy in
two aspects studied in the first article (i.e., instruction and engagement), applying propensity
score methods—inverse probability of treatment weighting techniques with stabilized weights.
Analyses in both articles incorporate the complex survey design to produce appropriate
population estimates and standard errors. Findings reveal different patterns in the relationships
among engagement, achievement, and teacher-reported/student-reported instruction across
various settings and highlight the importance of student perception in the education production
process. In addition, reform types of professional development activities that are collaborative and job-embedded in nature (e.g., teacher network and mentoring) are found to be more effective
than traditional types of professional development activities (e.g., workshops and conferences) in
enhancing teachers’ self-efficacy in instruction and student engagement. Implications and future
research directions are discussed at the end of each article as well as in the concluding chapter.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
30 January 2019 |
| Date Type: |
Publication |
| Defense Date: |
6 November 2018 |
| Approval Date: |
30 January 2019 |
| Submission Date: |
23 January 2019 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
205 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
ENGAGEMENT
INSTRUCTION
PROFESSIONAL DEVELOPMENT
MATHEMATICS ACHIEVEMENT
LARGE-SCALE SURVEY
PROPENSITY SCORE |
| Date Deposited: |
30 Jan 2019 23:05 |
| Last Modified: |
30 Jan 2019 23:05 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/35922 |
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