A Cross-Site Analysis of Research/Intervention Strategies in Three Teacher Education Programs. Applying Research in Teacher Education: Research Utilization in Elementary Teacher Education.

Autor/inn/en	Shields, Patrick; und weitere
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.
Titel	A Cross-Site Analysis of Research/Intervention Strategies in Three Teacher Education Programs. Applying Research in Teacher Education: Research Utilization in Elementary Teacher Education.
Quelle	(1984), (95 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Cooperating Teachers; Higher Education; Preservice Teacher Education; Program Attitudes; Research Utilization; Student Teachers; Teacher Education Programs; Teacher Educators + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Forschungsumsetzung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerbildung
Abstract	A collaborative research and development project resulted in three research/intervention projects (R/IPs) using an inquiry-based process for student teachers, cooperating teachers, and teacher education faculty. A cross-site analysis identified relative differences among the three projects, variables associated with the projects, and interactions among the variables. The impact of the R/IPs upon classroom teaching behaviors and continued use of research in teacher education was described. There was little variation across the three projects; however, there were considerable differences in the goals, initial planning, and method of intervention. The relationship between each teacher education program and its cooperating school district was especially important. There were no clear results regarding change in classroom teaching behaviors. However, the perspectives of student and cooperating teachers toward the value of research became increasingly positive across all three sites. Achievement of the project goal of a continuing and expanding network among teacher education programs and local education agencies appeared promising. (Author/JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01