Teachers--In-service training

The purpose of this study was to investigate how teachers change from being disseminators of information in teacher-centered classrooms and become constructive classroom change agents using a more facilitative teaching style in a learner-centered classroom. The study identified the forces that lead to change and examined what this change means for teachers. It included teachers who have made positive improvements by changing or broadening their instructional practices. This qualitative study examines one important reform program in a district of over 217,000 students. Twenty teachers were interviewed and observed who had participated in a two-year training program, TEAMS (Teachers Exploring and Mastering Strategies), that was based on the Models of Teaching Program developed by Bruce Joyce, Marsha Weil, and Beverly Showers. In numerous schools, six valued teachers were selected by their principal to train with the principal in workshops, meet in study groups, and work with a university coach for the purpose of infusing new facilitative strategies into their teaching repertoires. Teachers in this study showed a positive response to long-term intermittent training with study groups conducted monthly. This approach provided an environment for the development of learning communities, which was enhanced by the requirement that teachers observe each other as they practice the new strategies. Teachers responded positively to working with a coach who gave teachers strong support for using the newly learned strategies. Having the coach observe the teaching of new strategies, as well as being in each other's classrooms, compelled teachers to implement the strategies which helped them overcome the discomfort factor. Results of this study confirmed that teachers implement strategies that have the greatest impact on student achievement. Teachers' attitudes and beliefs about teaching changed and became more positive as they saw students become more engaged in learning. Although teachers did move to become more facilitative and depend less on teacher-directed instruction and rote memory for students, these strategies were not abandoned. Teachers in this study reported feeling more professional and had a heightened sense of efficacy as teachers, and they were more inclined to seek additional training that would increase their facilitative skills.

This study investigated the effect of teaching reading through the content area of science on the reading achievement test scores of middle school below level readers when the science teachers received extensive staff development. Therefore, the staff development model developed and implemented by the researcher was an important part of this study. Participants were 811 seventh and eighth grade students who scored between the 21st and 50th percentile on a standardized measure administered each spring. Four hundred and five students served as the experimental group and 406 students served as the control group. The control group received reading instruction in separate reading classes taught by certified reading teachers. There were 16 teachers from 10 middle schools who volunteered to be a part of this study. The 10 science teachers received 60 hours of staff development that included modeling, coaching, and feedback. There were four full days of training prior to school opening, after school seminars, on site assistance with lesson planning, modeling of lessons, coaching, and feedback. A 2X2 ANCOVA was used to determine statistical relationships between the method of instruction (reading taught through science and reading taught in separate classes) and the grade level of the students (seventh and eighth grades). Informal qualitative data was gathered on the teachers' knowledge base for teaching reading and teacher attitudes regarding their responsibility for teaching reading. A pre- and posttest of teacher knowledge and a pre- and post survey of teacher attitudes were administered to each teacher involved in this study. The results indicated that there was no significant difference in the reading achievement test scores of seventh and eighth grade below-level readers who received reading instruction in science and those who received reading in separate classes of reading taught by certified reading teachers. The informal data showed that the science teachers who were involved in the study did significantly increase their knowledge base about teaching reading through their content area. This was reflected in the difference between their pretest and posttest scores on the test of teacher knowledge. There was also a change in their attitudes about the responsibility for teaching reading. On the pre survey they indicated that the science content should be their main instructional responsibility. On the post survey they indicated that teaching reading should be a major focus of their instruction.

Research suggests that beginning teachers will remain in education if they are supported by their district and school-based administrators. A considerable number of beginning teachers, however, continue to leave teaching each year. This study investigated the value of identified strategies used in assisting new teachers as perceived by beginning teachers. A total of 156 surveys were sent to eligible participants, as identified from an instructional employee database. There were 64 surveys returned, resulting in a 41 response rate. The survey instrument asked participants to identify if a strategy was provided and indicate their perceived value of such strategy. The strategies include mentor assignment and support, school administrator support, and district-level support. Chi square and ANOVA tests were employed to compare the responses. Results show significant differences in responses by student teaching experience, years of experience, and teacher preparation. Descriptive analysis identified the strategies that were most frequently provided by mentors, administrators, and district personnel, including curriculum and emotional support. In addition to frequency of strategies, the perceived values of strategies are also reported. Results show significant differences in relation to student teaching experience(s), years of teaching experience, and types of teacher preparation.

The purpose of this study was the development of a teacher
education center evaluation instrument. Items for the instrument
were drawn from the literature related to effective inservice education.
This item pool was refined and validated using two sequential
juries of experts consisting of Florida teacher education center directors,
university contact persons, Florida Department of Education
personnel and members of the State Council for Teacher Education
Centers. The evaluation instrument was designed using a four point
Likert type rating scale. The instrument was distributed to 500
school personnel in three Florida county school districts by the
On-Site Review of Master Inservice Plan Visiting Teams. The three
counties were selected to provide a cross section of teacher education
center counties in Florida. There were 335 respondents, or a
67 percent return. The following conclusions were based upon the analysis of
data:
1. The teacher education center evaluation instrument proved
to be reliable, the alpha coefficients for the field testing being
acceptable
2. The teacher education center evaluation instrument proved
to have construct validity, the components being easily interpreted
using the principal components evaluation
3. The teacher education center evaluation instrument proved
to have content validity, having a positive judgmental rating by the
respondents
4. The four major components of teacher education center
evaluation--decision-making, relationship to the program of the
school, commitment to teacher education, resources--proved to be
easily interpreted in each county of the field testing.
In summary, this study provided statistical data which indicated
that the teacher education center evaluation instrument
developed was reliable, as noted within the limitations of the study,
and that it had content and construct validity. Possibilities for
future research were outlined.