Long-Term Effects of a Staff-Development Program on Effective Instruction and Classroom Management for Teachers in Multi-Grade Classes.

Autor/inn/en	Veenman, Simon; Raemaekers, Jan
Titel	Long-Term Effects of a Staff-Development Program on Effective Instruction and Classroom Management for Teachers in Multi-Grade Classes.
Quelle	(1995), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Elementary Education; Foreign Countries; Inservice Teacher Education; Instructional Effectiveness; Longitudinal Studies; Maintenance; Mixed Age Grouping; Multigraded Classes; Staff Development; Teacher Effectiveness; Time on Task; Tutors; Netherlands + Suchen Sie Ihr Suchwort? Klassenführung; Elementarunterricht; Ausland; Lehrerfortbildung; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Jahrgangsübergreifende Gruppe; Mehrstufenklasse; Personnel development; Personalentwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Zeitaufwand; Förderlehrer; Lehrender; Tutor; Niederlande
Abstract	This paper describes the long-term effects of a staff-development program, "Dealing with Multi-Grade Classes," based on selected findings from teaching-effectiveness research in schools with multi-grade or mixed-age classes. The short-term effects were examined in two studies conducted in 1986-87 and 1989-90. In 1992 a follow-up study was conducted. A quasi-experimental, treatment-control group design was used to test the long-term effects of the program and the effects of coaching. Based on pre- and post-training classroom observations, the follow-up study revealed a significant treatment effect for the time-on-task levels of the pupils in the multi-grade classes and for the instructional and classroom management skills of the teachers. No significant differences were found between the coached and un-coached teachers and between the teachers who received the training program either 2 or 5 years ago. No significant differences were found between the post-test and retention test scores. This suggests that the training results were quite stable. No indication of further growth in the executive control of the selected instructional and classroom-management skills was found. No significant differences in achievement were found between the pupils in classes with trained teachers and the pupils in classes with untrained teachers. (Contains 33 references.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC