A Study of Staff Development Practices and Organizational Conditions Related to Instructional Improvement in Secondary Schools. Final Report.

Autor/inn/en	Fitzpatrick, Kathleen; Charter, W. W., Jr.
Institution	Oregon Univ., Eugene. Center for Educational Policy and Management.
Titel	A Study of Staff Development Practices and Organizational Conditions Related to Instructional Improvement in Secondary Schools. Final Report.
Quelle	(1986), (121 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evaluation Criteria; Faculty Development; High Schools; Inservice Teacher Education; Instructional Design; Instructional Improvement; Mathematics Instruction; Organizational Effectiveness; Policy Formation; Program Effectiveness; Program Implementation; School Supervision; Teacher Evaluation; Teacher Supervision; Teaching Conditions; Teaching Load; Teaching Methods + Suchen Sie Ihr Suchwort? High school; Oberschule; Lehrerfortbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsqualität; Mathematics lessons; Mathematikunterricht; Unternehmenserfolg; Politische Betätigung; Schulaufsicht; Teacher appraisal; Lehrerbeurteilung; Lehrbedingungen; Unterrichtsbedingungen; Lehrdeputat; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated instructional leadership functions and school policy factors that affected implementation of instructional strategies presented in a research-based staff development program for secondary school mathematics teachers in school districts in the Chicago suburbs. The instructional leadership functions included the amount and sources of support teachers received in their efforts to improve instruction. School policy factors included the workload assigned to teachers and the school's instructional supervision and evaluation procedures. A second objective was to test the effectiveness of the training provided in the staff development program by analyzing teacher participation, distribution of class time across various instructional functions, and student engagement in the learning process. After an introductory chapter setting forth the research problem and objectives, the four remaining chapters provide (1) an extensive review of the pertinent literature on instruction, staff development, instructional leadership, evaluation, and teacher workload; (2) an in-depth description of the research methodology; (3) data analysis; and (4) a discussion, based on findings, of staff development program effectiveness and organizational conditions for instructional improvement, along with recommendations for future research. Four appendixes provide instrumentation from the study. (TE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC