Exploring Staff Development Theories: The Ames Study.

Autor/inn/en	Joyce, Bruce; und weitere
Titel	Exploring Staff Development Theories: The Ames Study.
Quelle	(1994), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; Consultation Programs; Discussion Groups; Elementary Education; Elementary School Teachers; Higher Education; Individual Development; Inservice Teacher Education; Language Arts; Participant Observation; Program Development; Program Effectiveness; School Districts; Staff Development; Teaching Models; Technical Assistance; Theories + Suchen Sie Ihr Suchwort? Projektforschung; Fachberatung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individuelle Entwicklung; Lehrerfortbildung; Sprachkultur; Teilnehmende Beobachtung; Programmplanung; School district; Schulbezirk; Personnel development; Personalentwicklung; Lehrmodell; Technische Hilfe; Theory; Theorie
Abstract	This paper describes a multidimensional staff development program implemented by the Ames (Iowa) Community Schools, involving 11 schools, 350 teachers, and 5,000 students. Three governance options in staff development were established: the Individual Growth Fund which supported teachers in defraying the costs of individually selected staff development activities, school-wide action research, and a district-level study of models of teaching language arts that favor literature-based approaches. Faculties organized themselves into study groups to increase collegial interaction in the study of teaching and curriculum and to implement teaching strategies and curriculum changes, and consultative services were provided. Interviews with 64 teachers revealed that the Individual Growth Fund, the action research initiative, and the models of teaching language arts initiative had resulted in worthwhile changes and should be continued. Results indicated that: (1) school-wide action research was effective in generating initiatives and satisfaction and in improving cohesiveness; (2) a carefully articulated and supported centralized initiative can succeed; (3) well-designed initiatives can be implemented during the first year, rather than requiring use of a gradualistic approach; (4) age was not a factor in satisfaction or implementation of staff development; and (5) there was a link between student achievement and staff development. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC