A Study of NSF Teacher Enhancement Program (TEP) Participants and Principal Investigators: 1984-1989. Volume I: Summary Report.

Institution	Abt Associates, Inc., Cambridge, MA.
Titel	A Study of NSF Teacher Enhancement Program (TEP) Participants and Principal Investigators: 1984-1989. Volume I: Summary Report.
Quelle	(1993), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Improvement; Elementary School Teachers; Elementary Secondary Education; Excellence in Education; Higher Education; Inservice Teacher Education; Mathematics Education; Mathematics Teachers; National Surveys; Program Effectiveness; Program Evaluation; Science Education; Science Teachers; Secondary School Teachers; Teacher Improvement; Teacher Participation; Technological Advancement + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Mathematische Bildung; Mathematics; Mathematik; Programme evaluation; Programmevaluation; Naturwissenschaftliche Bildung; Science; Science teacher; Wissenschaft; Technological development; Technologische Entwicklung
Abstract	The National Science Foundation (NSF) supported more than 600 inservice teacher training programs between 1984 and 1989 under its Teacher Enhancement Program (TEP). Two studies were undertaken of TEP: the first was a survey of the 600 Principal Investigators (PIs) who had operated inservice teacher enhancement projects and the second, a survey of individuals who had participated in the projects. The key findings from these studies have been merged for presentation in this summary report, designed to be reviewed quickly in order to find out what was learned from the studies. The findings are presented in 26 bar graphs with a brief commentary on each. The findings are grouped according to topic and PI or participant: areas of science receiving major emphasis in TEP projects, by grade level; areas of mathematics receiving major emphasis in TEP projects, by grade level; discipline of awardees' highest degree; most frequently held goals and objectives; instructional methods and materials as reported by PIs and participants; assessments of the usefulness of various teaching methods and materials; assessments of project outcomes; participants' reports of changes in their teaching activities; changes in student characteristics since TEP experience; post-project activities; other sources of financial or in-kind support; focus of teacher recruitment; methods used for general recruitment; average grade level taught by TEP participants; significant project accomplishments, by type; greatest impact of projects; specific lessons learned; benefits to participants' students; particular model with greatest promise for enhancing teacher skills; important changes that might be made in projects; suggestions for NSF about support for PIs; and suggestions on ways for NSF to improve operation of its program. The report concludes with a commentary on the achievement of TEP objectives from four perspectives: those of the TEP itself, the Division of Teacher Preparation and Enhancement, the Directorate of Education and Human Resources (EHR), and the NSF as a whole. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC