Missouri Program Highlights How Standards Make a Difference

Autor/in	Killion, Joellen
Titel	Missouri Program Highlights How Standards Make a Difference
Quelle	In: Learning Professional, 38 (2017) 1, S.16-18 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Standards; Faculty Development; Teaching Methods; Principals; Teacher Surveys; Academic Achievement; Mathematics Instruction; Online Courses; Experimental Groups; Control Groups; Rural Schools; Middle School Teachers; Active Learning; Inquiry; Randomized Controlled Trials; Grade 7; Grade 8; Program Evaluation; Technology Integration; Missouri + Suchen Sie Ihr Suchwort? Standard; Teaching method; Lehrmethode; Unterrichtsmethode; Principal; Schulleiter; Schulleistung; Mathematics lessons; Mathematikunterricht; Online course; Online-Kurs; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Aktives Lernen; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Programme evaluation; Programmevaluation
Abstract	Professional development designed to integrate key features of research-based professional learning has positive and significant effects on teacher practice and student achievement in mathematics when implemented in schools that meet specified technology-readiness criteria. Key features of research-based professional learning include intensive focus on content-specific and pedagogical practices aligned with new standards, sustained classroom-based and online support over multiple years, and professional learning for principals on monitoring and supporting teacher implementation of newly acquired practices. eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies), a decade-old professional development program promoted inquiry-based instruction and learning, high-quality lesson design, community within classrooms among students and teachers, and technology-rich learning environments. This article describes the randomized trial evaluation study in 60 rural schools, designed to address limitations of previous evaluation studies and meet criteria of the national What Works Clearinghouse. Professional development was designed to integrate key features of research-based professional learning and had positive and significant effects on teacher practice and student achievement in mathematics when implemented in schools that meet specified technology-readiness criteria. Professional development was supplemented with written curricula and just-in-time learning through online courses for extended support. Principals worked with eMINTS consultants to support implementation and integrate eMINTS with other initiatives. Teacher survey results indicated a statistically significant effect in inquiry-based learning and high-quality lesson design between the treatment and control groups, with positive yet not statistically significant differences in community of learners. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/publications/jsd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01