Literaturnachweis - Detailanzeige
| Autor/inn/en | Berg, Marlowe; Grisham, Dana L.; Jacobs, Victoria R.; Mathison, Carla |
|---|---|
| Titel | Can a Professional Development School Have a Lasting Impact on Teachers' Beliefs and Practices? |
| Quelle | (2000), (37 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrator Attitudes; College Faculty; College School Cooperation; Educational Environment; Elementary Secondary Education; Faculty Development; Higher Education; Partnerships in Education; Preservice Teacher Education; Principals; Professional Development Schools; Reflective Teaching; Teacher Attitudes; Teacher Collaboration; Teacher Improvement; Teachers |
| Abstract | This study examined the Model Education Center (MEC) Professional Development School (PDS), formed by San Diego State University and a nearby school district in 1984. The study investigated whether core beliefs embedded in the PDS had a lasting effect on the teachers it graduated. Participants included teachers at three target schools; teachers who had received their degrees at the MEC and who were teaching at one of the three schools; principals at the three sites; and university educators. Teachers completed surveys of their attitudes and beliefs about four constructs: collaboration, reflective thinking, risk taking, and continuous learning. From their answers, researchers formulated interview protocols for focus group interviews. Participants provided written responses to focus group questions prior to discussion. Principals completed individual interviews. University educators completed questionnaires. Results indicated that 15 years later, core beliefs were still reflected in the school climates of the public schools. Principals indicated a commitment to the four constructs. MEC graduates also showed evidence of these core beliefs. Teachers demonstrated a commitment to building their professional knowledge and skills. Collaboration, professional growth, academic rigor, and safety were the primary factors within the three MEC school environments. (Contains 15 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
