Local Systemic Change through Teacher Enhancement: 2003-06 Cross-Site Report

Autor/inn/en	Banilower, Eric R.; Rosenberg, Sharyn L.; Weiss, Iris R.
Institution	Horizon Research, Inc.
Titel	Local Systemic Change through Teacher Enhancement: 2003-06 Cross-Site Report
Quelle	(2006), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Faculty Development; Science Instruction; Educational Improvement; School Districts; Teacher Education; Teacher Effectiveness; Excellence in Education; Program Evaluation; Program Effectiveness; Instructional Materials; Methods; Reliability + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching improvement; Unterrichtsentwicklung; School district; Schulbezirk; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernerfolg; Programme evaluation; Programmevaluation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Method; Methode; Reliabilität
Abstract	In the spring and summer of 1995, the National Science Foundation (NSF) funded the first cohort of eight projects in a new initiative, the Local Systemic Change through Teacher Enhancement (LSC) program. Eighteen additional projects were funded in 1996, 20 in 1997, 12 in 1998, 13 in 1999, 9 in 2000, 7 in 2001, and 1 in 2002 for a total of 88 projects in Cohorts 1-8. No additional LSC projects were funded since 2002. The goal of the LSC program is to improve the teaching of science, mathematics, and technology by focusing on the professional development of teachers within whole schools or school districts. Each targeted teacher is to participate in a minimum of 130 hours of professional development over the course of the project. In addition to its focus on involving all teachers in a jurisdiction, the LSC initiative is distinguished from previous teacher enhancement efforts by its emphasis on preparing teachers to implement designated exemplary mathematics and science instructional materials in their classrooms. This paper presents the results from the Local Systemic Change core evaluation between 2003 and 2006. Results continue to show areas of both strength and weakness in the design and implementation of the professional development and the impact of those interventions on teachers and their teaching. For the time period covered in this report, the quality of observed lessons was no different for teachers who had and had not participated in LSC professional development. This finding could indicate that LSC professional development was not as effective as desired. The data also indicate that lessons that adhered closely to the designated materials were more than twice as likely to be rated highly than lessons not based on the designated materials. Thus, the impact of LSC professional development may be masked by the widespread use, in both treated and untreated teachers' classrooms, of the designated instructional materials. Summary of the Impact of LSC Professional Development on Teacher Perceptions of Their Preparedness and on Their Teaching is appended. (Contains 10 tables, 38 figures and 17 footnotes.) (ERIC).
Anmerkungen	Horizon Research, Inc. 326 Cloister Court, Chapel Hill, NC 27514. Tel: 919-489-1725; Fax: 919-493-7589; e-mail: hri@horizon-research.com; Web site: http://www.horizon-research.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10