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| Autor/in | Myers, Charles B. |
|---|---|
| Titel | A Study of the Practice-Based Professional Improvement Project: Teachers Improving Their Own Practice. |
| Quelle | (2000), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Educational Improvement; Faculty Development; High Risk Students; High Schools; Power Structure; Public Schools; Secondary School Teachers; Teacher Collaboration; Teacher Improvement; Teacher Responsibility; Teamwork; Urban Schools |
| Abstract | This paper describes the development and implementation of the Practice-Based Professional Improvement Project, a teacher-led high school improvement project that has improved academic success at several inner-city high schools in Nashville, Tennessee. The project believes that: teachers are key to school improvement; most teachers sincerely want to strive to help student learn; and most teachers are informed, skilled professionals who want to improve their teaching. Teachers collaborate to identify their own goals for improving student learning, develop and implement plans to accomplish their goals, and assume responsibility for results. The project emphasizes school activities intended to meet teacher-identified school needs. A case study of the project's first 2.5 years included: data gathered by individual project participants, reflective journal entries, meeting notes, planning materials, and recorded observations of meetings and teaching; artifacts from and observations of teaching; student reactions and comments; samples of student work; student academic performance data; and written project plans and reports. Lessons learned include: teacher power, willingness, authority, and ownership are critical to success; implementing this project involved difficult cultural and locus-of-authority shifts; teacher and student working relationships are more important than project design; and teacher participation must be voluntary. (Contains 72 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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