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

Institution	Abt Associates, Inc., Cambridge, MA.
Titel	A Study of NSF Teacher Enhancement Program (TEP) Participants and Principal Investigators: 1984-1989. Volume II: Technical Report.
Quelle	(1993), (609 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; Grants; Higher Education; Inservice Teacher Education; Mathematics Education; Mathematics Teachers; National Surveys; Program Effectiveness; Program Evaluation; Questionnaires; 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; Grant; Finanzielle Beihilfe; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Mathematische Bildung; Mathematics; Mathematik; Programme evaluation; Programmevaluation; Fragebogen; Naturwissenschaftliche Bildung; Science; Science teacher; Wissenschaft; Technological development; Technologische Entwicklung
Abstract	This study documents the effects of participation in the Teacher Enhancement Program (TEP) of the National Science Foundation (NSF). The NSF awarded more than 600 grants to scientists, mathematicians, and educators to develop and operate inservice teacher training programs between 1984 and 1989. The present study focuses specifically upon the assessments of those teachers who participated in TEP projects in terms of: the characteristics and quality of the projects; the substantive and pedagogic skills they acquired; and the benefits to their students and schools. In addition, the study integrates the findings from the participants' survey with those of an earlier survey of principal investigators who directed the projects. After an introduction that provides information on the context, objectives, and methodology of the study, the findings are presented in six parts. Part One discusses the characteristics of the TEP and the principal investigators (number of projects, financial support, PI professional and personal characteristics, and prior PI experience with TEP awards). Part Two discusses the recruitment of participants and their characteristics, with attention given to procedures for recruitment and selection, recruitment of special groups, number of participants per award, experience, and science and mathematics education). Part Three addresses the topic of goals and objectives for participation from perspectives of both PIs and participants, and general project operation. Part Four presents assessments of TEP projects under the headings: Project Outcomes and Impacts and Career and Educational Development among Participants. Part Five discusses relationships among the variables from perspectives of participants and PIs . Part Six presents PI and participant observations on their projects and on the TEP program, and implications of the studies for the NSF. The final section presents conclusions and recommendations. Among the conclusions are six areas of goal accomplishments: the projects reached teachers; participants were pleased with the operation of their TEP projects; participants reported a variety of improvement in their approaches to teaching; participants reported significant changes in student behaviors; a variety of participant leadership activities were reported to have increased; and 81 percent of participants would recommend the program to others. Four appendices (which represent about one third of the volume) include: annotated participant survey questionnaire; annotated principal investigator questionnaire; tables; and bibliography. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC