A Collaborative Evaluation Model for Systematic Renewal of Teacher Education: Assessing the Effect of Professional Development Schools on Teachers and Students.

Autor/inn/en	Petrosko, Joseph M.; Munoz, Marco A.
Titel	A Collaborative Evaluation Model for Systematic Renewal of Teacher Education: Assessing the Effect of Professional Development Schools on Teachers and Students.
Quelle	(2002), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; College School Cooperation; Elementary Secondary Education; Higher Education; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Program Evaluation; Teaching Methods; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study described an evaluation model designed to evaluate the use and impact of Professional Development Schools (PDSs) in teacher education. It employed quantitative and qualitative data and was flexible enough to be used by practitioners in both education and training and development. Data were collected via observations, interviews, and surveys on teachers within PDS and non-PDS schools, examining such topics as instructional behaviors, explanations of instructional decisions, and attitudes and opinions about careers and the teaching profession. Data were also collected on student achievement, particularly in mathematics and science. Overall, effects of PDSs appeared to be classroom-specific and not school-wide. Observational data were relatively similar in both PDS and non-PDS schools. However, in five out of six variables selected, PDS classrooms had higher mean scores. The largest magnitude were on (1) classroom facility and classroom environment and (2) quality of instructional activity. Observational data also showed that teachers from PDS and non-PDS schools were generally similar in classroom teaching. Test scores indicated no statistically significant difference at the elementary level, but a significant difference at the high school level (though the magnitude of the difference was not large). (Contains 18 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01