Centers for Professional Development and Technology (CPDT) State-Wide Evaluation Study. Final Summary Report.

Institution	Macy Research Associates, Wills Point, TX.
Titel	Centers for Professional Development and Technology (CPDT) State-Wide Evaluation Study. Final Summary Report.
Quelle	(1996), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Educational Technology; Elementary Secondary Education; Faculty Development; Higher Education; Inservice Teacher Education; Mentors; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Program Effectiveness; Program Evaluation; State Programs; Student Teachers; Teacher Certification; Teacher Education Programs; Teacher Improvement; Texas + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Programme evaluation; Programmevaluation; Regierungsprogramm; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	The Texas Centers for Professional Development and Technology (CPDT) study gathered evaluative data about the progress and contribution of the centers toward their goal of systematic change in teacher preparation and student learning during four years of funding (1992-93 through 1995-96). The 21 centers in the sample included 35 universities, 15 educational service centers, and 113 school districts affecting more than 300,000 students, 19,000 teachers, and 12,000 preservice teachers. Major findings of the study included: (1) CPDT graduates hired as first year teachers entered into the school environment more successfully than typical first-year teachers; (2) professional development school mentor teachers reported more input into university course instruction and evaluation of preservice teachers, and more collaboration between university and school district personnel; (3) restructuring of teacher preparation from campus-based to field-based programs promoted collaborative efforts between university and school personnel and resulted in an 184 percent increase in field-based hours for elementary levels and 142 percent increase for secondary levels; and (4) the CPDT centers provided a tremendous amount of inservice and preservice professional development training. Total attendance at more than 6,000 scheduled training sessions was over 120,000 participants, including over 14,000 classroom teachers. Training covered technology, learning strategies, leadership/collaboration, management/discipline, subject matter content, and diversity/inclusion. It is predicted that successful restructuring of teacher preparation will lead to institutionalization of the CPDT collaborative, field-based approach. (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC