Project PREPARE: Collaborating for Professional Development and School Improvement.

Autor/inn/en	Garmon, M. Arthur; Mariage, Troy V.
Titel	Project PREPARE: Collaborating for Professional Development and School Improvement.
Quelle	(1998), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; College School Cooperation; Diversity (Student); Educational Improvement; Elementary Secondary Education; Faculty Development; Higher Education; Mentors; Parent School Relationship; Preservice Teacher Education; Public Schools; Students; Summer Schools; Teacher Collaboration; Teacher Improvement; Teamwork + Suchen Sie Ihr Suchwort? Projektforschung; Teaching improvement; Unterrichtsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Public school; Öffentliche Schule; Student; Schüler; Schülerin; Studentin; Summer school; Sommerkurs; Lehrerkooperation
Abstract	Project PREPARE (Professional Renewal and Educational Preparation through Action Research Experiences) is a multi-year, collaborative effort between public schools, a regional intermediate school district, and a university. Its purpose is to develop a collaborative site of inquiry and practice where there is an emphasis on professional preparation, professional development, and meeting the needs of diverse learners. The project involves six components: target area teams; grade-level intervention assistance teams for at-risk students; teacher study groups in which teachers conduct action research projects about facets of their teaching; a summer school program for lower-achieving students; home-school partnerships; and a mentor-intern program. Some of the changes that have become obvious after the first year of the project's implementation include (1) a reduction in the number of referrals of students to special education; (2) positive changes in the instruction of many teachers who are engaged in studying their own practice through the teacher study groups; (3) the invigorating effect of having intern teachers in the classrooms; and (4) the development of a culture of collaboration. (Contains 10 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC