A New Professional Role for Junior High School Science and Mathematics Teachers.

Autor/inn/en	Madsen, Anne L.; und weitere
Titel	A New Professional Role for Junior High School Science and Mathematics Teachers.
Quelle	(1991), (73 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College School Cooperation; Collegiality; Inservice Teacher Education; Instructional Innovation; Junior High Schools; Mathematics Instruction; Science Instruction; Staff Development; Teacher Role; Teaching Methods; Teaching Styles + Suchen Sie Ihr Suchwort? Kollegialität; Lehrerfortbildung; Educational Innovation; Bildungsinnovation; Sekundarstufe I; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Personnel development; Personalentwicklung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil
Abstract	The Science and Mathematics Support Teacher Program (SMSTP) is a collaborative project of the College of Education at Michigan State University, the American Federation of Teachers, and the Toledo Public Schools. The goals of the program are to increase teachers' science and mathematics knowledge, improve instructional practices, and prepare teachers to conduct staff development activities in their schools with their colleagues. It requires a new staff development model containing components of three other staff development models: the developmental model, linking-agent model, and peer-coaching model. To assess the impact of SMSTP on learning and instruction over 2.5 years, observation, interview, survey, and documentation of curriculum change data were collected. Analysis of survey, interview, and documentation data suggests that the support teachers (N=8) had changed their thoughts about instruction and learning and had created their own unique roles as support teachers. The results and analysis of the data are presented and discussed. Appendixes include: "Reading List for Science and Mathematics Support Teachers"; "Teaching Style Inventory" and partial results of the inventory; "Selected Science and Mathematics Support Teacher Interviews"; "Analysis of Individual Support Teacher Interviews"; and "Changes in the Science and Mathematics Support Teacher Curriculum." (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC