[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583689-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-583689-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teachers-perceptions-of-proethica-program-learning-outcomes-research-memorandum-series-rm-20-09-2020","Teachers’ Perceptions of ProEthica Program Learning Outcomes - Research Memorandum Series - RM-20-09 - 2020","","Ethics education enables educators to meet professional responsibilities by making decisions that safeguard students’ welfare. The ProEthica program is a professional development initiative for teachers and administrators, targeting intermediate learning outcomes tied to balancing competing obligations across relationships with students, colleagues, administrators, and the community, and applying best practices grounded in the Model Code of Educator Ethics. The study collected initial evidence through three teacher surveys administered before, after, and at year end, with methodology and response summaries reported.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teachers-perceptions-of-proethica-program-learning-outcomes-research-memorandum-series-rm-20-09-2020/583689/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teachers-perceptions-of-proethica-program-learning-outcomes-research-memorandum-series-rm-20-09-2020/583689.png","ImageObject",300,407,{"name":42,"@type":43},"Connor ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What learning outcomes does the ProEthica program target for teachers?","Question",{"text":63,"@type":64},"The program targets teachers learning to balance competing obligations in relationships with students, colleagues, administrators, and the community, and gaining knowledge of best practices and principles in the Model Code of Educator Ethics.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was evidence collected for the intended intermediate outcomes?",{"text":68,"@type":64},"Three surveys were developed and administered to teachers in a pilot school district before they began the program, after they completed it, and at the end of the program year.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the report document about the study methodology and survey responses?",{"text":72,"@type":64},"The report documents the study methodology and provides summaries of survey responses across the three survey administrations.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583689,1792188640,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Research Memorandum  \nETS RM–20-09  \nTeachers’ Perceptions of ProEthica ® Program Learning Outcomes  \nHeather M. Buzick Elizabeth A. Stone  \nG. Tanner Jackson  \nDecember 2020  \nETS Research Memorandum Series  \nEIGNOR EXECUTIVE EDITOR  \nJohn Mazzeo Distinguished Presidential Appointee  \nASSOCIATE EDITORS  \nBeata Beigman Klebanov Senior Research Scientist  \nHeather Buzick  \nSenior Research Scientist  \nTim Davey  \nResearch Director  \nJohn Davis  \nResearch Scientist  \nMarna Golub-Smith  \nPrincipal Psychometrician  \nPriya Kannan Research Scientist  \nSooyeon Kim  \nPrincipal Psychometrician  \nAnastassia Loukina  \nManaging Senior Research Scientist Gautam Puhan  \nPsychometric Director  \nJonathan Schmidgall Research Scientist  \nJesse Sparks  \nResearch Scientist  \nMichael Walker  \nDistinguished Presidential Appointee Klaus Zechner  \nSenior Research Scientist  \nRebecca Zwick  \nDistinguished Presidential Appointee  \nPRODUCTION EDITORS  \nKim Fryer  \nManager, Editing Services  \nAyleen Gontz Senior Editor  \nSince its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Memorandum series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Memorandum series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of Educational Testing Service.  \nThe Daniel Eignor Editorship is named in honor of Dr. Daniel R. Eignor, who from 2001 until 2011 served the Research and Development division as Editor for the ETS Research Report series. The Eignor Editorship has been created to recognize the pivotal leadership role that Dr. Eignor played in the research publication process at ETS.  \nTeachers’ Perceptions of ProEthica® Program Learning Outcomes  \nHeather M. Buzick, Elizabeth A. Stone, and G. Tanner Jackson Educational Testing Service, Princeton, New Jersey, United States  \nDecember 2020  \nCorresponding author: H. Buzick, E-mail: [hbuzick@ets.org](hbuzick@ets.org)  \nSuggested citation: Buzick, H. M., Stone, E. A., & Jackson, G. T. (2020) . Teachers’ perceptions of ProEthica ® program learning outcomes (Research Memorandum No. RM-20-09) . Educational Testing Service.  \nFind other ETS-published reports by searching the ETS ReSEARCHER  \ndatabase at [https://search.ets.org/researcher/](https://search.ets.org/researcher/)  \nTo obtain a copy of an ETS research report, please visit  \n[https://ets.org/research/contact/](https://ets.org/research/contact/)  \nAction Editor: Jesse Sparks  \nReviewers: Rick Tannenbaum and Caroline Wylie  \nCopyright © 2020 by Educational Testing Service. All rights reserved. ETS, the ETS logo, and PROETHICA are registered trademarks of Educational Testing Service (ETS) .  \nAll other trademarks are the property of their respective owners.  \nAbstract  \nEthics education can provide an opportunity to educators to learn how to fulfill their professional responsibilities with regard to ethics, including making decisions that protect students’ welfare. The ProEthica ® program is a professional development program for teachers and administrators. The basic intended intermediate outcomes of the ProEthica program for teachers are that teachers will learn how to balance competing obligations and expectations in their relationships with students, colleagues, administrators, and the community and that they will gain knowledge about best practices and principles embodie","cbCaibIG1UutHT7w","https://ap.wps.com/l/cbCaibIG1UutHT7w","pdf",2355684,49,"English","# Background\n# Method\n# Sample\n# Results\n# Discussion\n# References\n# Appendix","[{\"question\":\"What learning outcomes does the ProEthica program target for teachers?\",\"answer\":\"The program targets teachers learning to balance competing obligations in relationships with students, colleagues, administrators, and the community, and gaining knowledge of best practices and principles in the Model Code of Educator Ethics.\"},{\"question\":\"How was evidence collected for the intended intermediate outcomes?\",\"answer\":\"Three surveys were developed and administered to teachers in a pilot school district before they began the program, after they completed it, and at the end of the program year.\"},{\"question\":\"What does the report document about the study methodology and survey responses?\",\"answer\":\"The report documents the study methodology and provides summaries of survey responses across the three survey administrations.\"}]","Teachers’ Perceptions of ProEthica Program Learning Outcomes - Research Memorandum Series - RM-20-09 - 2020 | PDF",1792048069,123]