A Program Evaluation of Support-and-Assessment of Beginning Teachers: A Responsive-Teaching Alternative to Diagnosis-and-Prescription.

Autor/inn/en	Dalton, Stephanie S.; und weitere
Titel	A Program Evaluation of Support-and-Assessment of Beginning Teachers: A Responsive-Teaching Alternative to Diagnosis-and-Prescription.
Quelle	(1994), (124 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teacher Induction; Beginning Teachers; College School Cooperation; Educational Assessment; Educational Practices; Elementary Secondary Education; Evaluation Methods; Higher Education; Journal Writing; Preservice Teacher Education; Program Effectiveness; Program Evaluation; Self Evaluation (Individuals); Social Support Groups; Teacher Attitudes; Teacher Evaluation; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Education; assessment; Bewertungssystem; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zeitschriftenaufsatz; Lehramtsstudiengang; Lehrerausbildung; Programme evaluation; Programmevaluation; Social support; Soziale Unterstützung; Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung; Theorie-Praxis-Beziehung
Abstract	The Santa Cruz County Beginning Teacher Support and Assessment (BTSA) program provides social and instructional support for novice teachers assigned primarily to language minority classrooms. This report, an evaluation and assessment of the program, is organized into chapters as follows: (1) "Introduction and Overview"; (2) "Program Descriptive Data: Participants and Operations" (demographics of beginning teachers and distribution of support by type, amount, and domain); (3) "Project Evaluation by Participants"; (4) "Teacher Beliefs and Self-Perceptions of Instructional Practices"; (5) "Interactive Journal and Individual Learning Plan Analysis"; (6) "BTSA as a Community of Practice: An Interpretive Analysis" (an integrated, interpretative analysis of the current practices of BTSA advisors and administration); and (7) "The Relationship between Assessment and Support: Theory and Practice" (a theoretical foundation for the forms of support and assessment practiced by BTSA). The final chapter provides recommendations for adjusting the BTSA program for the improvement of assessment of teacher needs and competencies. The recommendations fall into two general types: the organization of assessment and the methods of assessment. One recommendation was that the BTSA program be reviewed and adjusted so that opportunities for support in the school context be increased to match the successful support services encountered in preservice and advisor contexts. It was also recommended that BTSA preserve some form of objective evaluation. (Contains 19 references.) (LL)
Anmerkungen	Beginning Teacher Support and Assessment (BTSA) Program, National Research Center for Cultural Diversity and Second Language Learning, Santa Cruz County, CA Consortium, University of California, 141 Kerr Hall, Santa Cruz, CA 95604 ($8 with cover).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC