Promoting Teacher Development in a Racially/Ethnically, Socioeconomically, Linguistically and Academically Diverse School: A US Case Study

Autor/inn/en	Byrd-Blake, Marie; Hundley, Eddie
Titel	Promoting Teacher Development in a Racially/Ethnically, Socioeconomically, Linguistically and Academically Diverse School: A US Case Study
Quelle	In: Professional Development in Education, 38 (2012) 4, S.551-570 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2012.669392
Schlagwörter	Faculty Development; Professional Development; Coaching (Performance); Best Practices; Teacher Education; Case Studies; Training; Student Diversity; At Risk Students; Poverty Areas; Academic Achievement; Action Research; Elementary School Students; Socioeconomic Status; Economically Disadvantaged; Hispanic American Students; African American Students; Asians; Multiracial Persons; English (Second Language); Migrant Children; Learning Disabilities; Teacher Attitudes; Teacher Surveys; Paraprofessional School Personnel; Models; Educational Improvement; Alignment (Education); State Standards; Program Evaluation; Florida + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Ausbildung; Schulleistung; Projektforschung; Socio-economic status; Sozioökonomischer Status; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Asian; Asiat; Asiatin; Asiaten; Asiate; Mischling; English as second language; English; Second Language; Englisch als Zweitsprache; Learning handicap; Lernbehinderung; Lehrerverhalten; Analogiemodell; Teaching improvement; Unterrichtsentwicklung; Programme evaluation; Programmevaluation
Abstract	This article provides analysis of a site-based professional development model that is grounded in teacher best practices. Developed by the administration and teacher leaders of a racially/ethnically, socioeconomically, linguistically and academically diverse school in the USA, the teacher-centered coaching model described is an example of an internal professional development program that aligns with research and involves exemplary best practices where the teachers are empowered to: identify the area of focus for growth; gather information about best practices related to the area of development; analyze and interpret the information gathered by research; facilitate training sessions on the topics of interest identified by the teachers; and engage all teaching faculty in study as a learning community. As indicated by analysis of a post-program survey, this practice-based approach to the development of teachers enabled the improvement of their instructional methods and assisted in building knowledge that was useful beyond a particular reform program. A critical look at suggestions for improvement of the model based on international standards of best practice for professional development of teacher educators is also offered. (Contains 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10