Literaturnachweis - Detailanzeige
| Autor/inn/en | Shernoff, Elisa S.; Frazier, Stacy L.; Marinez-Lora, Ane; Atkins, Marc S.; Keel, Joanna |
|---|---|
| Institution | Society for Research on Educational Effectiveness (SREE) |
| Titel | Development of the Teachers Supporting Teachers in Urban Schools Program: What Iterative Research Designs Can Teach Us |
| Quelle | (2011), (10 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beginning Teachers; Elementary School Teachers; Mentors; Urban Schools; Faculty Development; Models; Classroom Techniques; Student Motivation; Coaching (Performance); Teacher Attitudes; Program Effectiveness; Program Development; Faculty Mobility |
| Abstract | The "Teachers Supporting Teachers in Urban Schools Project" is a 3-year study funded by the Institute of Education Sciences (Development and Innovation Study) and designed to enhance new teachers' effectiveness around the two strongest empirical predictors of attrition--classroom management and engaging learners--and connectedness to colleagues given the central role that cohesion, trust, and belongingness plays in teaching (Bryk & Schneider, 2002; Kardos et al., 2001). The professional development model includes linking new teachers with peer-nominated key opinion leader (KOL) mentors identified through sociometric interviews and an external coach who work together to: (1) provide intensive support in evidence-based practices for classroom management and engaging learners, and (2) connect teachers with their larger network of colleagues as a mechanism for enhancing teacher retention and long-term commitment to teaching. Using an iterative research design, year 1 activities include partnering with one urban school to develop and implement the professional development model. Year 1 activities will guide the development and refinement of the key components of the model which will then be implemented in two additional schools during subsequent funding years. Although science behind intervention development is limited, intervention development studies play a key role in creating feasible, acceptable, effective interventions that can be implemented in the natural settings for which those interventions were designed (Fixsen et al., 2005). Therefore, the primary goal of the proposed presentation includes illustrating the systematic, yet complex process of program development and early implementation of a multicomponent teacher professional development model. Utilizing year 1 data from a 3-year study, the four aims of the current presentation include: (1) describing the conceptual framework and key components of the professional development model; (2) describing new teachers' initial experiences working in urban schools, including perceptions regarding effectiveness (i.e., classroom management and motivating learners) and connectedness (i.e., cohesion and trust with colleagues); (3) examining the extent to which the professional development model was delivered as intended (fidelity); and (4) evaluating acceptability of the service model by consumers and other key stakeholders. (Contains 1 figure.) (ERIC). |
| Anmerkungen | Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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