Pre-Kindergarten to Eighth Grade Teachers Become Change Agents through Active Participation in School Reform.

Autor/in	Kalapothakos, Andriana
Titel	Pre-Kindergarten to Eighth Grade Teachers Become Change Agents through Active Participation in School Reform.
Quelle	(1996), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Change Agents; Educational Change; Elementary Education; Elementary School Teachers; Observation; Professional Development; School Organization; School Restructuring; Staff Development; Surveys; Teacher Attitudes + Suchen Sie Ihr Suchwort? Bildungsreform; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; School organisation; Schulorganisation; Schulreformplan; Schulumwandlung; Personnel development; Personalentwicklung; Survey; Umfrage; Befragung; Lehrerverhalten
Abstract	This practicum project used organized professional development to increase involvement of teachers at a preK-8 school in the school's reform process. All members of the school community actively participated in planning, data collecting, and sharing of pertinent reform information. The 3-month staff development intervention consisted of three phases: (1) meetings with stakeholders, including teachers; (2) professional development programs comprised of seven training workshops that covered infusion of technology, context of learning, multicultural values, parental involvement, whole-language instruction, continuous progress, and responsive classroom techniques, with teachers collaborating on workshop planning and presenting; and (3) professional development activities, such as receiving administrative leave to visit neighboring schools engaged in similar reform efforts. Data on teacher involvement were collected through journal entries, checklists, on-site observations, and surveys. Findings indicated that at the end of the 3-month intervention, the number of dissatisfied teachers was reduced, more teachers were participating in the change process, over half the teachers were implementing the new techniques and strategies, and teachers were more involved in the reform effort. (Three appendices contain forms used in the study. Contains 31 references.) (KDFB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC