The Integrated Curriculum Project: Teacher Change and Student Outcomes within a University-School Professional Development Collaboration

Autor/inn/en	Thomas, Cathy Newman; Hassaram, Bindiya; Rieth, Herbert J.; Raghavan, Nithya Soundara; Kinzer, Charles K.; Mulloy, Austin M.
Titel	The Integrated Curriculum Project: Teacher Change and Student Outcomes within a University-School Professional Development Collaboration
Quelle	In: Psychology in the Schools, 49 (2012) 5, S.444-464 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21612
Schlagwörter	Integrated Curriculum; Constructivism (Learning); College School Cooperation; Partnerships in Education; Faculty Development; Technology Integration; Video Technology; Educational Technology; Student Centered Curriculum; Teaching Methods; Educational Change; Teacher Behavior; Questioning Techniques; Group Discussion; Outcomes of Education; Critical Thinking; Thinking Skills; Middle School Teachers; Language Arts + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Teacher behaviour; Lehrerverhalten; Befragungstechnik; Fragetechnik; Gruppendiskussion; Lernleistung; Schulerfolg; Kritisches Denken; Denkfähigkeit; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Sprachkultur
Abstract	This observational study examined changes in teachers' instruction and student outcomes in response to a 3-year-long professional development collaboration between university researchers and a middle-school language arts team. Professional development supported teachers in implementing multimedia anchored instruction, a video-based instructional method shown to be effective for diverse learners. The Integrated Curriculum Project (ICP-3) used multimedia anchored instruction to promote constructivist reform and infuse technology into an integrated social studies and language arts curriculum to improve literacy and critical thinking skills for at-risk adolescents, including students with disabilities and those from culturally and linguistically diverse backgrounds. Findings revealed that teachers moved toward a more learner-centered instructional approach and that both teachers and students made significant changes in classroom behaviors, including the quantity and quality of questions and time spent in small-group discussion. Implications for research and practice regarding sustained, collaborative professional development in technology integration, in this case, using multimedia anchored instruction, are presented. (Contains 2 tables and 4 figures.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10