My doctoral research is a study of professional development and its impact on student achievement. The dissertation, Authentic Professional Development, involved tracking the changes in attendance, behavior, and academic achievement in students when teachers were afforded real-time professional development opportunities that were authentic, pertaining to what they do or experience, as part of their daily teaching responsibilities.
The results of the study indicated that when teachers were able to study, practice, and reflect on a continual and consistent basis as part of their work day and expectation, student achievement improved. The study also showed that attendance and behavioral issues declined.
This proves that when students attend school and are engaged in the classroom their academic achievement will improve. This is due to teacher engagement and focus on improved and correlated teaching processes and practices.
The full text of the study, Authentic Professional Development, can be found in the Educational Research Information Center (ERIC) listings.