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| Autor/inn/en | Hague, Sally A.; Walker, Carole |
|---|---|
| Titel | Creating Powerful Learning Opportunities for All Children: The Development and Use of a Self-Monitoring Checklist for Teachers. Draft. |
| Quelle | (1996), (45 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Change Strategies; Check Lists; Classroom Techniques; Constructivism (Learning); Elementary Education; Longitudinal Studies; Program Evaluation; Reflective Teaching |
| Abstract | Powerful learning is the premise that the type of education provided for gifted children works well for all children. This long-range study examined the usefulness of elements from a more aggressive approach to powerful learning than the one implicit in the accelerated schools model--specifically a teacher checklist, collegial coaching, reflective teaching, and structured seminars --in assisting teachers to integrate powerful learning theory and practice into their classrooms as their schools transformed themselves into accelerated schools. Study sites were two magnet elementary schools; training and coaching was provided by the authors. The Powerful Learning Checklist, developed in Year 2, consisted of 51 items in 5 categories--classroom, materials, students, curriculum, and teacher--with level of usage rated on a 5-point scale. This checklist also required respondents to identify three strengths and challenges from their classroom. The Powerful Learning Project, initiated in Year 3, involved opportunities for teachers to work together to encourage reflective practices and collegial coaching, record teacher experiences in journals, and attend structured seminars to learn about student-centered, constructivist teaching practices. Evaluations indicated that teachers involved in the project for 18 months were able to articulate powerful learning theory tenets; analysis of idea units in teacher essays suggested richer descriptions of powerful learning over time. The Checklist proved more useful for identifying schoolwide growth than individual change. Identified strengths differentiated the two schools. Many individual challenges identified at the pretest were identified as strengths 4 months later. A progress report completed by teachers included descriptions of sharing classroom activities, benefits of the seminars, and an overall evaluation. (The Powerful Learning Checklist and Characteristics of Powerful Learning are appended. Contains 16 references.) (KDFB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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