School-University Collaboration: Its Efficacy in Professional Development Schools.

Autor/in	Kremer-Hayon, Lya
Titel	School-University Collaboration: Its Efficacy in Professional Development Schools.
Quelle	(1994), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; College School Cooperation; Elementary Education; Elementary School Teachers; Foreign Countries; Higher Education; Inservice Teacher Education; Management Development; Principals; Professional Development Schools; Program Descriptions; Program Design; Program Evaluation; Teacher Participation; Teacher Workshops; Israel + Suchen Sie Ihr Suchwort? Schulleistung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Principal; Schulleiter; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation
Abstract	This study describes a school-university collaboration involving a number of professional development schools in Israel and examines the efficacy of such collaborations. A government agency requested that a university researcher plan and implement collaborative programs. The program determined to include a heterogeneous group of schools, selected in part with the help of district superintendents and where at least 80 percent of teachers expressed interest in the program. The final list of participants consisted of 10 elementary schools with 120 teachers teaching about 3,000 students. The project's focus on pupils' academic achievement was intended to relieve teachers from feeling that they were not good enough. Professional development included workshops on assessing pupil achievement, heterogeneous groups, and other topics dictated in part by teacher input. The program included lectures at the university, weekly workshops held at the school during school hours, and teacher observations. Principals attended workshops which focused on supporting teachers' work and on principals' professional development. The program included planning for perpetuation and continuation in part by preparing teachers to become workshop and educational leaders. All project activities were documented by audio-taped interviews which were later transcribed and workshop documentation. Project evaluation in an action research approach covered the nature of the collaboration, professional development of participants, and pupil academic achievement. Contains 23 references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC