Working with What They Have: Professional Development as a Reform Strategy in Rural Schools

Autor/inn/en	Barrett, Nathan; Cowen, Joshua; Toma, Eugenia; Troske, Suzanne
Titel	Working with What They Have: Professional Development as a Reform Strategy in Rural Schools
Quelle	In: Journal of Research in Rural Education, 30 (2015) 10, (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Quantitative Daten; Rural Schools; Faculty Development; Inservice Teacher Education; Teacher Effectiveness; Change Strategies; Mathematics Instruction; Science Instruction; Partnerships in Education; Program Effectiveness; Teacher Competencies; Student Characteristics; Teacher Characteristics; Institutional Characteristics; Statistical Analysis; Equations (Mathematics); Teacher Participation; Comparative Analysis; Student Records; Standardized Tests; Elementary Secondary Education; Kentucky + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerfortbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lösungsstrategie; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschulpartnerschaft; Lehrkunst; Statistische Analyse; Equations; Mathematics; Gleichungslehre; Schülerakte; Standadised tests; Standardisierter Test
Abstract	In-service teacher professional development has been used to improve teacher effectiveness. In Kentucky, the National Science Foundation funded a large professional development program called the Appalachian Math and Science Partnership (AMSP) to provide content-based professional development to teachers in rural schools. We show that students assigned to AMSP teachers at a baseline year realized signifi cant math gains not only in that year of assignment but in the following year as well. No gains are evident two and three years after being assigned to AMSP teachers. We frame both the program and its results in the context of teaching careers in rural schools, arguing that limited access to outside labor markets implies that successful professional development may be a key component of improving education in rural locales. (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01