The application of research-based staff development practices in rural North Carolina elementary and middle schools: A comparative analysis of the perceptions' of teachers from high-standard- and low-achieving schools

The purpose of this research was to evaluate the condition of staff development among rural elementary and middle schools in North Carolina. The study measured the degree of application for thirty-eight research-based Staff Development Practices in the rural school setting with the objective of (1) determining the degree to which teachers working in rural elementary and middle schools perceived that research-based activities were applied in school-based staff development initiatives, (2) determining if there were differences the in application of the Practices between elementary and middle schools, (3) determining if there were differences in the application of the Practices between schools meeting academic performance standards and those not meeting standards, and (4) identifying Staff Development Practices that were reported as neglected among various subgroups of rural schools.; Through use of the School-Based Staff Development Practices Inventory, teachers were surveyed in reference to their understanding of staff development practices applied in school-based efforts. Comparison groups included teachers from low-standard- and high achieving elementary and middle schools.; The study was guided by four research questions. Statistical techniques used included one-way ANOVA, independent group t-test, paired t-test and the Scheffe Multiple Comparisons Procedure.; Findings from the study indicate that teachers perceived a moderate level of application for research-based staff development practices in their schools. Teachers from high-achieving elementary schools reported fewer of the Practices measured as being neglected than did those from the other comparison groups.