A Partnership To Create Successful Subject Area Curriculum and Build Effective Professional Development. A Report of the Effectiveness of the Professional Development Series as Perceived by the Teacher Participants.

Autor/inn/en	Bridges, Tricia; Dilworth, Reuben; Amos, Arlene
Titel	A Partnership To Create Successful Subject Area Curriculum and Build Effective Professional Development. A Report of the Effectiveness of the Professional Development Series as Perceived by the Teacher Participants.
Quelle	(1999), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Elementary Secondary Education; Faculty Development; Higher Education; Partnerships in Education; Preservice Teacher Education; Program Development; Program Evaluation; Public Schools; Student Evaluation; Teacher Improvement + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Schulnote; Studentische Bewertung
Abstract	The Program for Research and Evaluation of Public Schools (PREPS) is the service center component of the Center for Educational Partnerships at Mississippi State University. PREPS considers as its mission promoting growth of the whole educator and whole student through educational partnerships across Mississippi. School districts can join PREPS to receive such services as professional development sessions on instructional issues, crisis management, and program and faculty evaluation. PREPS' member districts joined forces with other Mississippi school districts to improve performance on state subject area tests, forming Teachers and Interns: Partners for Success. This paper discusses how the program was developed and describes program components, which include several professional development sessions at which teachers receive curriculum materials. Sessions are designed so teachers experience the teaching strategies as students in a simulated classroom. Sessions emphasize the need to develop reading, writing, and higher order thinking skills. One session concentrates on assessment. Between July 1998 and April 1999, 10 subject area sessions were presented to 474 teachers from 70 PREPS member districts. Evaluation of the project by participating teachers indicated that teachers considered the sessions extremely effective. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC