Effects of Inservice Training on the Developmental Appropriateness in Early Childhood Education Programs.

Autor/in	Shuster, Claudia
Titel	Effects of Inservice Training on the Developmental Appropriateness in Early Childhood Education Programs.
Quelle	(1995), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; Classroom Environment; Curriculum Development; Developmentally Appropriate Practices; Early Childhood Education; Educational Improvement; Inservice Teacher Education; Kindergarten Children; Participative Decision Making; Program Effectiveness; Teacher Student Ratio; Metropolitan Achievement Tests + Suchen Sie Ihr Suchwort? Lösungsstrategie; Klassenklima; Unterrichtsklima; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Entwicklungsbezogene Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching improvement; Unterrichtsentwicklung; Lehrerfortbildung; Lehrer-Schüler-Relation
Abstract	This study assessed the role of inservice programs in bringing more developmentally appropriate practices to the early childhood classroom. Training was intended to accentuate the teachers' role in effecting educational change. Through classroom observations and teacher feedback, the researcher and participating teachers developed a 3-year inservice education plan. The plan included summer institutes on organizing learning environments for children, monthly on-site coaching and meetings with teachers, and workshops. The purpose of these activities was to help teachers actively develop new strategies for working with children and to provide a forum for addressing teacher concerns. Through these experiences, teachers were able to initiate several changes in their classrooms: (1) reorganization of classrooms to support active learning; (2) decrease in the teacher-child ratio; (3) elimination of the Metropolitan Achievement test in kindergarten; and (4) development of a new kindergarten curriculum, a new parent handbook, and a new report card. Teachers gained an appreciation of their ability to implement change in their classrooms, developed a new awareness of themselves as learning facilitators, and reported that their students were happier and more active learners. Results indicate that long-term inservice training, based on a process model of teacher change, can positively alter structural, administrative, and teacher aspects of the educational process. (JW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC