A Case Study of a Research Intervention on an Elementary Teacher Preparation Program: Results From Mills College.

Autor/in	Ponzio, Richard
Titel	A Case Study of a Research Intervention on an Elementary Teacher Preparation Program: Results From Mills College.
Quelle	(1985), (37 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Cooperating Teachers; Elementary School Teachers; Higher Education; Program Evaluation; Research Utilization; Student Teachers; Teacher Behavior; Teacher Education Programs; Teacher Effectiveness; Time on Task + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme evaluation; Programmevaluation; Forschungsumsetzung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Zeitaufwand
Abstract	The Research Utilization in Elementary Teacher Education (RUETE) study developed techniques for better informing student teachers about current research on effective instruction and schools. Mills College in California was one of three schools of education participating in the study. This report explains and describes the research/intervention process undertaken by the college. The structure and design of the RUETE project are described and its goals briefly outlined. The formation of the Mills College collaborative team and the site situational analysis conducted prior to its participation in the RUETE project is discussed, and it is pointed out that the decision was made to focus upon Academic Learning Time (ALT) and Active Teaching Behaviors (ATB) as they were best suited to the needs of the Mills College teacher preparation program. A detailed description is given of the methods used to incorporate research findings on ALT and ATB into the student teaching segment of their program. The paper concludes that the process of presenting research for application to classrooms by both student teachers and cooperating teachers promoted a strong sense of colleagueship between them, and added a sense of professional control and inquiry to the act of teaching. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01