Date of Award

8-1994

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Abstract

The purpose of this study was to discover what staff development practices educators have used or are in the process of using to develop and implement an outcome based educational program and to determine which of those practices has been most effective in achieving the desired results. Based on that information, recommendations were made for staff development in implementing outcome-based education (OBE).

The study included a synthesis of research and literature on staff development and OBE. Staff development coordinators at five OBE sites from across the nation were interviewed, and project directors at 30 OBE sites in Minnesota were surveyed to find out how staff development had been carried out at those sites.

Little research on staff development at OBE sites was found in the literature. Data collected in the interviews and the surveys suggested that educators understand the importance of staff development in the implementation of OBE and are trying to provide more time and resources to facilitate effective staff development. Conference attendance, staff development days provided by the district, and paid summer time for staff development emerged as the most effective ways to structure staff development Topics for study identified by educators as important for implementing OBE included cooperative group learning, curriculum integration, whole language, learning styles, alternative assessment methods, inclusion, shared decision making, team building, and understanding change.

This study demonstrated the need for effective staff development programs in order to implement OBE successfully. The findings from this study will help educators seeking to implement OBE organize time and resources into an effective staff development program.

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