Teacher In-service Programs Research Articles

Inservice Teacher Development in Mathematical Problem Solving

A humanistic perspective provided the basis for a problem-solving oriented teacher inservice program. The program was designed to provide opportunities that allowed elementary teachers to focus on personal experience as a way of achieving self-understanding and a way of reconstructing their personal meanings about problem solving and problem-solving instruction. Impact of the program was studied through interviews with the six participants and observations of their teaching. The results indicated that the program had a positive effect on the participants' beliefs about and teaching of problem solving.

Evaluating the Ontario Academic Course Teacher In-Service Program

Abstract: The general purpose of this program evaluation was to provide formative information to the Education Quality and Accountability Office (EQAO) (and through the office to the Ministry of Education and Training) for improving the Ontario Academic Course Teacher In-Service Program (OAC-TIP). The evaluation was designed and conducted in collaboration with EQAO’s Assessment Advisory Committee, representing the key partner organizations, and a steering committee of individuals experienced with the program. Data for the study were collected by means of questionnaires, focus-group consultations, and a review of Ministry of Education and Training documents and records. The study generated 25 recommendations for consideration in the development/redesign of an OAC-TIP-like program.

Students as Context in Mathematics Reform: The Story of Two Upper-Elementary Teachers

This case study describes 2 experienced upper-elementary school teachers-Joe Scott and Karen Hill-who for the past 4 years have attempted to implement elements of educational reform in mathematics as part of a statewide effort in California. This statewide effort, which began with the adoption of a curriculum framework similar to the one recommended by the National Council of Teachers of Mathematics, involved changes in textbooks, teacher in-service programs, and statewide assessment. The 2 teachers, not surprisingly, brought important strengths and weaknesses to this effort. This article, which draws on 5 years of interview and observational data, focuses on a complex factor that is both a strength and a weakness: Scott and Hill's attentiveness to learners' needs. Scott views learners' needs largely through the prism of a fixed set of curricular demands. In Hill's case, attentiveness to student needs means focusing on an equally hard and fast set of demands-mathematical ability-albeit originating from the student side of the student-curriculum divide. Implications of these differing views of what students need on the reform effort are developed.

Rhetoric and reality in science performance assessments: An update

This article addresses the rhetoric of performance assessment with research on important claims about science performance assessments. We found the following: (a) Concepts and terminology used to refer to performance assessments often were not consistent within and across researchers, educators, and policy-makers. (b) Performance assessments are highly sensitive not only to the tasks and the occasions sampled, but also to the method (e.g., hands-on, computer simulation) used to measure performance. (c) Performance assessments do not necessarily tap higher-order thinking, especially when they are poorly designed. (d) Performance assessments are expensive to develop and use: technology is needed for developing these assessments in an efficient way. (e) Performance assessments do not necessarily have the expected positive impact on teachers' teaching and students' understanding. (f) If teachers are to use performance assessments in their classrooms, they need professional development to help them construct the necessary knowledge and skills. This article attempts to address some of these realities by presenting a conceptual framework that might guide the development and the evaluation of performance assessments, as well as steps that might be taken to create a performance assessment technology and develop teacher inservice programs. © 1996 John Wiley & Sons, Inc.

Rhetoric and reality in science performance assessments: An update

This article addresses the rhetoric of performance assessment with research on important claims about science performance assessments. We found the following: (a) Concepts and terminology used to refer to performance assessments often were not consistent within and across researchers, educators, and policy-makers. (b) Performance assessments are highly sensitive not only to the tasks and the occasions sampled, but also to the method (e.g., hands-on, computer simulation) used to measure performance. (c) Performance assessments do not necessarily tap higher-order thinking, especially when they are poorly designed. (d) Performance assessments are expensive to develop and use: technology is needed for developing these assessments in an efficient way. (e) Performance assessments do not necessarily have the expected positive impact on teachers' teaching and students' understanding. (f) If teachers are to use performance assessments in their classrooms, they need professional development to help them construct the necessary knowledge and skills. This article attempts to address some of these realities by presenting a conceptual framework that might guide the development and the evaluation of performance assessments, as well as steps that might be taken to create a performance assessment technology and develop teacher inservice programs. © 1996 John Wiley & Sons, Inc.

Revision of Elementary School Lunch Menus and Creation of a Supportive Social Environment to Improve Children's Eating Habits

The USDA is revising criteria for the school lunch program (SLP) to better meet the Dietary Guidelines for Americans. Healthy People 2000 nutrition objectives for school-age children also include increasing to at least 90% the proportion of (SLP) menus that are consistent with the Dietary Guidelines, and reducing dietary fat intake to an average of 30% of calories or less. Programs to change students' eating behavior have been shown to be most effective when the social environment is supportive. This project began with a nutrition needs assessment of Burlington Area School District (BASD) school-age children, including a survey of elementary school teachers (66% response rate) and nutrient analysis of 3 consecutive weeks of SLP menus. A Nutrition Education and Training program grant was then obtained, with a goal of improving the diets of BASD children through SLP menu revision and creating a supportive social environment. Grant components included: nutrition education inservice programs for teachers, foodservice (FS) employee training/follow-up to reduce fat content of menus, involving children in planning SLP menus, nutrition messages to parents in monthly school newsletters, parent-child homework activities, and purchasing nutrition education resources.By the end of the 5 month grant period, the fat content of SLP menus had dropped from 36.4% to 31.8% of total calories. Additional evaluation tools included inservice program attendance and questionnaires, the number of classrooms that planned SLP menus, the number of teachers who utilized the parent-child homework activities, informal feedback from teachers and FS employees, and pre- and post-participation rates in the SLP. Gaining support from school administration and staff were key to the success of the program

Toward a constructivist perspective: The impact of a mathematics teacher inservice program on students

A constructivist-oriented inservice program provided teachers of mathematics (K-12) with intensive two-week summer institutes and weekly classroom follow-up. Pre- and post-program data on student outcomes indicate that, along with transformations in the nature and quality of mathematics activity in the classroom, students' beliefs about learning mathematics changed and elementary students' attitudes toward mathematics improved. Although the instruction they now received focused more on conceptual understanding and less on computational skill, students' scores on standardized tests assessing routine knowledge were maintained.

Research on Learning

Research on Learning

Chief State School Officers Rank Barriers to Implementing Comprehensive School Health Education

Council of Chief State School Officers (CCSSO) members were surveyed to determine their perception of barriers to implementing comprehensive school health education. CCSSO members were asked to prioritize the barriers and offer recommendations to overcome the barriers. A structured response, paired-comparison survey instrument was developed and mailed to 56 of 57 CCSSO members. Eighty-two percent of the members responded. CCSSO members perceived lack of administrative commitment as the number one barrier. Lack of adequately prepared teachers and insufficient time in the school day ranked second and third, respectively. While CCSSO members offered no recommendations for overcoming the number one barrier, recommendations to overcome other barriers included high-quality and more available preservice and inservice programs for teachers.

The Development of Inservice and Induction Programs for Teachers of Aboriginal and Torres Strait Islander Students in Queensland Schools: an Historical Overview

The Aboriginal/Islander population of Queensland was calculated by the 1981 census to be greater than 44,000 (Department of Aboriginal Affairs, 1984, p.11). However, for a slightly later estimate, the Annual Report of the Queensland Department of Aboriginal and Islander Advancement records a figure of 60,000 (Department of Aboriginal and Islander Advancement, 1984, p.l). Both of these figures could be substantially correct given a possibility that some Aboriginal people may not identify themselves as such on census returns. Whatever the reason for the difference in the figures, a total of some 50,000 is most likely conservative for the present time. This figure converts to a percentage of slightly over 2% of the Queensland population being Aboriginal or Torres Strait Islander. Of the 50,000 Aboriginal/Islander population some 24% are Torres Strait Islanders (Department of Aboriginal Affairs, 1984, p.11).

Inservice Follow-Up—What To Do After the Expert Leaves

The teacher inservice program has been planned and presented. Now what happens? How are new practices implemented? What kinds of follow-up activities should be planned? A well-planned inservice program should address all of these questions.

Ivn: In-Service Program for New Yeshiva Teachers

Ivn: In-Service Program for New Yeshiva Teachers

Minority Issues in Special Education: A Principal-Mediated Inservice Program for Teachers

This article reports the results of an evaluation of a principal-mediated inservice teacher training program on minority issues in special education. Within the past 10 years, multicultural and minority issues have emerged as a major concern in the special education field. The profession has responded to these issues with numerous personnel preparation activities, including topical conferences and improvements in university training programs at both the graduate and undergraduate levels. Perhaps least represented has been inservice educational programs for teachers currently serving in the classroom. This article describes (a) the inservice training program (content, procedures, media, etc. J developed at the University of Kansas for application to local building-level inservice activities, and (b) the results of an evaluation of its application. Trainee satisfaction with the program was assessed and issues remaining for further research and development are discussed.

The performing arts in general education: A staff development perspective

Inservice programs for teachers and administrators tend draw heavily on resources selected improve technical skills. A sample of inservice programs, for example, would reveal a preponderance of how to workshops, conferences, and seminars. A survey of the literature of staff development reveals much the same. This is the case despite the fact that stated outcomes of such programs often focus on purposes far more comprehensive and complex than skill development in technical

Teacher's Scripts and In-Service Training Programs

This article indicates and analyzes some script assumptions originating from a narrow concept of learning, from excessively high expectations connected with educational tasks, from passivity in ask...

A Leadership Model for University Geology Department Teacher Inservice Programs

Prospects are good for future availability of federal funds for inservice education for science teachers. The need for inservice is significant, especially in areas where rapid developments in science have occurred. Since teachers' needs are primarily for current knowledge of their science, geology departments can play a role in providing this inservice. In situations where departments of education are not equipped to offer assistance, geology departments may have to assume the leadership role in developing and offering inservice programs. A Teacher Inservice Model is proposed and projects in Iowa and Wisconsin are offered as examples of the model. An emphasis on planning, publicity and recruitment can pay high dividends.

What's Going On

Teachers' attitudes toward and competencies in mathematics. The Education Service Center in San Antonio, Texas has developed a teacher inservice program to reduce teacher anxiety in teaching mathematics in grades K-8. The purpose of the program is to change teacher attitudes toward the teaching of the subject by showing that mathematics deals with practical, problem-solving situations. Materials that emphasize the process of problem solving are used. The funding for training staff to conduct the inservice activities and to develop materials was provided by a Title IV-C grant. For more information contact Dwain Estes, Executive Director, Education Service Center, Region 20, 1314 Hines Avenue, San Antonio, TX 78208.

A Strategy for Uncovering Teacher Professional Development Needs

ABSTRACT A process for identifying professional development needs and planning teacher inservice programs involved the participation of 4 university professors, 4 local administrators, and 20 physical education teachers in 2 workshops. Each of the four groups was asked to brainstorm (for 20 minutes) the question, What do you see as the strengths/concerns of current professional development activities in physical education? and group leaders recorded remarks. Each participant then rated the listed strengths and concerns on a scale of strongly agree, moderately agree, or slight or no agreement, and reactions were recorded. Workshop organizers categorized reactions into clusters of similar statements (goals, communication, administration, resources, etc.), which then were listed on a transparency showing exactly what the participants had said. Interpretations by the organizers were confirmed and clarified by the group. A second workshop meeting focused on concerns identified by the group, and participants again divided into four small groups, ranked the concerns, and brainstormed to identify possible actions and agencies that could help alleviate these concerns. Results were presented at a final session and additions, deletions, and revisions were made based on the group reaction. (JD)

Teaching Models, Experience, and Locus of Control: Analysis of a Summer Inservice Program for Composition Teachers

Teaching Models, Experience, and Locus of Control: Analysis of a Summer Inservice Program for Composition Teachers

Some Research Implications for the Development of Teacher Inservice Programs

Some Research Implications for the Development of Teacher Inservice Programs