Laboratory Approach to Secondary Teacher Professional Development: Impacting Teacher Behavior and Student Engagement

Autor/inn/en	Haug, Carolyn A.; Sands, Deanna Iceman
Titel	Laboratory Approach to Secondary Teacher Professional Development: Impacting Teacher Behavior and Student Engagement
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86 (2013) 6, S.197-206 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2013.826484
Schlagwörter	Secondary School Teachers; Faculty Development; Teacher Behavior; Learner Engagement; Coaching (Performance); Writing Instruction; Classroom Environment; Literacy; Mixed Methods Research; Quasiexperimental Design; Case Studies; Suburban Schools; Secondary School Students; Observation; Student Surveys; Interviews; Facilitators (Individuals); Reliability; Grouping (Instructional Purposes); Comparative Analysis; Active Learning + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Schreibunterricht; Klassenklima; Unterrichtsklima; Alphabetisierung; Schreib- und Lesefähigkeit; Case study; Fallstudie; Case Study; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Sekundarschüler; Beobachtung; Schülerbefragung; Interviewing; Interviewtechnik; Reliabilität; Grouping; Gruppenbildung; Aktives Lernen
Abstract	The Literacy Lab Professional Development provided a laboratory approach to professional development for 42 high school teachers in two schools. Three main activities included: (1) planning and professional development days, (2) lab and professional development days, and (3) individual coaching. The targets of the Literacy Lab Professional Development and its associated guiding questions focused on student engagement and understanding, teaching students how to make meaning from text, teaching students to write, and the structures, systems, routines, and rituals needed to create a classroom culture of thinking and learning. Results from this study point to positive differences between participating and matched-nonparticipating teachers in their instruction, student grouping, nature of tasks, task demands, types of knowledge expectations, personalization, tone, and authority structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10