The Use of Peer-Based Support in Rural Settings To Effect Curriculum Renewal.

Autor/in	Stoops, Jack W.
Institution	Northwest Regional Educational Lab., Portland, OR.
Titel	The Use of Peer-Based Support in Rural Settings To Effect Curriculum Renewal.
Quelle	(1993), (95 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Collegiality; Curriculum Development; Educational Cooperation; Educational Innovation; Elementary Secondary Education; Interprofessional Relationship; Networks; Organization; Professional Development; Rural Education; Rural Schools; Small Schools; Teacher Associations + Suchen Sie Ihr Suchwort? Kollegialität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; cooperation; Kooperation; Instructional innovation; Bildungsinnovation; Organisation; Organisationsstruktur; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerorganisation; Lehrerverband; Lehrervereinigung
Abstract	Resources to support curriculum renewal in small rural schools are severely limited. This handbook reports how five professional teacher networks expand available resources through the collective efforts of network members. The networks are Big Sky Telegraph (Montana), Alaskan Teacher Research Network, Bitterroot Teachers' Network (the Idaho Foxfire network), Lane County Science and Mathematics Teachers' Cadre (Oregon), and Washington Council of Teachers of Mathematics. Teachers reported that these networks had significant positive impact on curriculum renewal in five areas: (1) local input and a sense of ownership; (2) development of materials and approaches with high classroom utility; (3) meeting state curriculum standards; (4) remaining current with new curriculum and instructional developments; and (5) support and followup for classroom innovations. Networks also provided teachers with the professional benefits of collegial relationships, reduced professional isolation, support for individual classroom practices, and access to field tested materials and information. The organization of networks varied in level of formality and structure. However, teachers clearly were the decision-makers within networks. Operational funds were a necessity and came from various sources such as conference fees, dues, grants, and indirect support from colleges and universities. All networks had analyzed the need for network services before beginning operations. Contains worksheets for teachers considering network membership. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC