A Districtwide Staff Development Program for Transitioning from a Basal to a Whole Language Literacy Program: The Teacher Educator's Role as a Partner in the Change Process.

Autor/inn/en	Steele, Jeannie L.; Meredith, Kurt
Titel	A Districtwide Staff Development Program for Transitioning from a Basal to a Whole Language Literacy Program: The Teacher Educator's Role as a Partner in the Change Process.
Quelle	(1993), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Consultation Programs; Cooperative Programs; Curriculum Development; Educational Change; Elementary Education; Faculty Development; Higher Education; Inservice Teacher Education; Language Arts; Literacy Education; Models; Program Development; School Districts; Teacher Educators; Teacher Role; Teaching Methods; Whole Language Approach + Suchen Sie Ihr Suchwort? Fachberatung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Sprachkultur; Analogiemodell; Programmplanung; School district; Schulbezirk; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Integrierter Sprachunterricht
Abstract	This paper describes Project MILE (Moline Improvement in Literacy Education), a school/university partnership program between the University of Northern Iowa and Moline (Iowa) Public School District #40. The project called for a long-term collaborative effort in order to develop a complex and sophisticated level of university involvement with a single school district, which would allow for observation of successes and failures and provide opportunities for refinement of training efforts based on feedback. The project combined the prescriptive and catalytic models of organizational intervention, as teacher educators served as consultants to bring new information and strategies to the school teaching and administrative staff and as facilitators for staff-directed instructional, organizational, and curricular change. The project specifically sought to train faculty members in implementation of a language learning program based on a whole language philosophy. The paper offers a brief overview and rationale of the 5-year project, an outline of the intervention model implemented, details regarding the methods for implementing the project; discussion of methods for establishing trust (ascribing a heightened sense of professionalism to the teaching staff, attributing greater respect for faculty decision making, and empowering faculty to set their own course for literacy learning), and a review of successes and shortcomings of the model. (Contains 14 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC