Impact of the Collaboratives for Excellence in Teacher Preparation Program

Autor/inn/en	Lawrenz, Frances; Huffman, Douglas; Gravely, Amy
Titel	Impact of the Collaboratives for Excellence in Teacher Preparation Program
Quelle	In: Journal of Research in Science Teaching, 44 (2007) 9, S.1348-1369 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20207
Schlagwörter	Higher Education; Mathematics Education; Elementary Secondary Education; Partnerships in Education; Program Effectiveness; Educational Change; Mathematics Instruction; Science Education; Teacher Education; Teaching Methods; Academic Standards; College Faculty; Cooperation + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematische Bildung; Hochschulpartnerschaft; Bildungsreform; Mathematics lessons; Mathematikunterricht; Naturwissenschaftliche Bildung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Co-operation; Kooperation
Abstract	This study investigated the national impact of the Collaboratives for Excellence in Teacher Preparation program (CETP). Impact of the program was examined in two different settings: institutions of higher education, and K-12 science and mathematics classrooms. The focus of this study was to determine the impact of the CETP program on the institutional culture and collaborations among faculty, and changes in instructional techniques used by higher education faculty and K-12 teachers. Data were gathered over a 3-year period from 12 different CETP projects. At the higher education level faculty reported more collaboration and a slight increase in the use of standard-based teaching. At the K-12 level, students of teachers who were prepared by the CETP program viewed classroom instruction as slightly more standards-based than comparable students of non-CETP prepared teachers. Additionally, external observers rated classes taught by teachers educated in CETP projects as more standards-based than classes taught by non-CETP teachers educated in other programs. Implications of the results for national large-scale reform of science and mathematics education are discussed. (Contains 1 figure and 7 tables.) (Author).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10