Literaturnachweis - Detailanzeige
| Autor/inn/en | Yarger, Gwen P.; Ferris, Beth S. |
|---|---|
| Titel | Description and Long-Term Effectiveness of an Individualized Teacher Education Program. |
| Quelle | (1981), (32 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Independent Study; Individual Needs; Inservice Teacher Education; Participant Satisfaction; Postsecondary Education; Program Effectiveness; Summer Programs; Summer Schools; Teacher Education Programs; Teaching Skills |
| Abstract | Summer School in Action was created in 1979 by members of the Syracuse (New York) Area Teacher Center Policy Board to meet the expressed needs of local teachers. The participants for the first year (1979) were 21 elementary and secondary school teachers with a median of 8.6 years of teaching experience. The second year (1980) participants numbered 49, consisting of elementary, secondary, and special education teachers. Summer School in Action met for five weeks, for five days a week. The dual format program provided teachers with opportunities for self help through individual contracts and, at the same time, gave additional learning experience to school age children, many with learning problems. The teacher training was divided into six components: large group activities, home group activities, round table discussions, workshops, independent study, and classroom observation and practice. Through questionnaires, the program was found to be effective in improving content knowledge in 1979, and in increasing instructional skills in 1980, reflecting a shift in needs by the participants. The long-term attitudes of participants were determined to be favorable because of the use of skills or materials acquired in the program ten months later. (FG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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