Literaturnachweis - Detailanzeige
| Autor/in | Boggs, Heather |
|---|---|
| Titel | Launching School Change through Teacher Study Groups: An Action Research Project. |
| Quelle | (1996), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Action Research; Curriculum Development; Educational Change; Elementary Education; Faculty Development; Group Activities; Teacher Attitudes; Teacher Researchers; Teaching Conditions; Teaching Methods; Theory Practice Relationship |
| Abstract | The project described in this report used action research to study the involvement of teachers in the change process at a suburban elementary school. The project used study groups as a professional development strategy that fosters educational reform efforts. All 28 teachers on the school's staff signed up for a group. Teachers appreciated the opportunity to learn more about a topic of their own choosing, to work with colleagues with similar interests, and to have a framework for testing and implementing new ideas. Using data from interviews with teachers before and after the first year of implementation, three study group profiles--focused on special needs children, related arts, and incorporating multiple intelligence theory--were developed to describe the scope and type of professional development activities teachers chose as a result of their participation in study groups. Analysis of the data revealed that study group activities encouraged teachers to design lessons cooperatively and to develop resource materials for themselves and other teachers, and provided an atmosphere of collaboration and experimentation. Also, teachers felt that the study groups were a good strategy for bringing about school change. Project findings suggested that study groups as a professional development activity can foster the implementation of school improvement goals and provide a structure that supports teachers as they work toward meaningful change in teaching practice. (Contains 19 references.) (ND) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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