Preliminary Findings on the Characteristics of Teacher Learning in High-Performing High-Needs Schools.

Autor/in	Lauer, Patricia A.
Institution	Mid-Continent Research for Education and Learning, Aurora, CO.
Titel	Preliminary Findings on the Characteristics of Teacher Learning in High-Performing High-Needs Schools.
Quelle	(2001), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adult Learning; Disadvantaged Schools; Elementary Education; Faculty Development; Inservice Teacher Education; Low Achievement; Poverty; School Culture; Teacher Attitudes; Teacher Collaboration; Teacher Improvement + Suchen Sie Ihr Suchwort? Schulleistung; Adulte education; Adult training; Erwachsenenbildung; Elementarunterricht; Lehrerfortbildung; Unterdurchschnittliche Leistung; Armut; Schulkultur; Schulleben; Lehrerverhalten; Lehrerkooperation
Abstract	This report describes the professional development experiences of teachers in high-performing, high-needs (HPHN) schools. Researchers surveyed K-5 teachers from 10 schools in a district with large numbers of impoverished students, examining: teachers' perceptions of the characteristics and outcomes of their professional development experiences; how those perceptions differed between teachers in HPHN schools and low-achieving schools; and the relationship between aspects of school culture and teachers' perceptions of professional development outcomes in HPHN and other schools. HPHN teachers reported that their professional development addressed content standards, deepened content knowledge, addressed diversity, applied to the classroom, and modeled teaching strategies. They perceived improvements in their teaching experiences and reported that their professional development experiences embodied the characteristics of high quality development programs recommended by research to a greater degree than did teachers from moderate- and low-proficiency schools. HPHN teachers reported lower frequencies of collaboration than teachers in lower-proficiency schools. HPHN teachers had the most positive perceptions of their school cultures and the highest level of belief that they were responsible for all students' learning. Teachers in high-performing schools had more positive perceptions about knowing their students than did other teachers. (Contains 27 references, 7 figures, and 5 tables.) (SM)
Anmerkungen	Mid-Continent Research for Education and Learning, 2550 South Parker Road, Suite 500, Aurora, CO 80014-1678. Tel: 303-337-0990; Fax: 303-337-3005; e-mail: info@mcrel.org; Web site: http://www.mcrel.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01