Literaturnachweis - Detailanzeige
| Autor/inn/en | Atwood, Virginia A.; Shake, Mary C.; Slaton, Deborah Bott; Hales, Rene M. |
|---|---|
| Institution | Kentucky Univ., Lexington. Inst. on Education Reform. |
| Titel | Beginning Teachers' Perceptions of Their Preparation for, Agreement with and Implementation of Primary School Programs. UKERA Occasional Papers. |
| Quelle | (1995), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beginning Teacher Induction; Beginning Teachers; Educational Change; Elementary School Teachers; Higher Education; Preservice Teacher Education; Primary Education; Program Attitudes; Program Effectiveness; Program Implementation; Surveys; Teacher Attitudes |
| Abstract | This study investigated beginning teachers' perceptions of, preparation for, agreement with, and implementation of Primary School Programs (PSP), one segment of the Kentucky Education Reform Act (KERA). In 1993, surveys were mailed to 630 first year primary teachers in Kentucky. The surveys asked about 15 critical attributes of PSP identified by the Kentucky Department of Education (KDE), including multi-age and multi-ability grouping, developmentally appropriate practice, integrated curriculum, hands-on material, inclusion, performance based assessment, teaming, portfolio assessment, cooperative learning, retention, collaboration, and flexible grouping. The surveys also discussed support the teachers received to implement PSP and degree to which they implemented PSP. Responses from 100 teachers varied widely on preparation for, agreement with, and implementation of individual attributes. Most had received information about KERA during teacher preparation, though 57 said that most of that knowledge was from sources other than their certification programs (teachers, staff development, the media, and KDE materials). Respondents were more likely to implement aspects of PSP for which they felt best prepared and with which they more strongly agreed. Most teachers agreed with hands-on materials and professional collaboration but had problems with student assessment, multi-age grouping, increased inclusion, and retention/promotion issues. Most teachers reported feeling well-supported by the resource teacher during their first year. A figure showing ratings from the respondents regarding the PSP attributes is appended. (Contains 10 references). (SM) |
| Anmerkungen | Institute on Education Reform, 101 Taylor Education Building, Lexington, KY 40506-0001. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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