Literaturnachweis - Detailanzeige
| Autor/in | Adey, Philip S. |
|---|---|
| Titel | Factors Influencing Uptake of a Large Scale Curriculum Innovation. |
| Quelle | (1997), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Elementary Secondary Education; Evaluation Criteria; Foreign Countries; Inservice Education; Instructional Effectiveness; Professional Continuing Education; Professional Development; Program Effectiveness; Program Evaluation; Science Education; Training Methods; United Kingdom |
| Abstract | Educational research has all too often failed to be implemented on a large-scale basis. This paper describes the multiplier effect of a professional development program for teachers and for trainers in the United Kingdom, and how that program was developed, monitored, and evaluated. Cognitive Acceleration through Science Education (CASE) is a program for students in grades 6-9 that focuses on cognitive conflict and metacognition and that has a track record of long-term increases in student academic achievement. The CASE method involves a significant change in professional practice by most teachers. CASE uses a model of continuing professional development (CPD) that includes coaching, working with whole departments in schools, and integrating both practical and theoretical elements. The critical outcome measure in the evaluation of the CASE professional development program is student achievement. The paper also assesses the extent to which teachers actually used the CASE innovation in their classes (level of use). Data were gathered from interviews with and a questionnaire of teacher cohorts for the years 1991-93 (over 100 teachers from 13 schools) and 1994-96 (88 teachers from 11 schools). The study also conducted interviews with principals and heads of science departments or program coordinators at each school. The study found that teachers' commitment and level of use were significantly greater in schools where there was a unity of vision between the principal and the head of the science department; that teachers' level of use was significantly related to the presence of at least one person who was deeply committed to making the innovation work in that school; and that there was a greater sense of staff ownership in schools where the science department head had adopted CASE for staff-development purposes or because of a belief in the value of children's thinking, and where there was a formal structure for regular discussion. Five figures and one table are included. (Contains 15 references.) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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