ERIC Number: ED030593
Record Type: RIE
Publication Date: 1969
Reference Count: 0
Classroom Teachers Speak on Differentiated Teaching Assignments. Report of the Classroom Teachers National Study Conference on Differentiated Teaching Assignments for Classroom Teachers.
National Education Association, Washington, DC. Association of Classroom Teachers.
This pamphlet synthesizes the thinking of 60 classroom teachers (from 41 states and with a variety of professional experience and backgrounds) on the subject of differentiated staffing and its implications for classroom teachers as individuals, as part of school system staffs, and as members of professional associations. Introductory sections describe the differentiated staffing concept (which the conference group supported) and trace the background of Association of Classroom Teachers (ACT) concern with the subject. The seven main sections present the consensus, quoting individual responses to questions regarding (1) the type of student that society demands and the implications of these expectations for teachers, (2) differentiated teaching assignments for classroom teachers, (3) advantages of the differentiated teaching assignments, (4) drawbacks of such assignments, (5) conditions necessary and steps to be followed if a school is to initiate a new staffing pattern based on differentiated assignments, (6) responsibility of the professional associations to provide leadership in bringing about staffing changes, and (7) unresolved issues recommended for continued study. An appendix includes a roster of conference participants, analyses of participants by teaching assignment and years of experience, and a list of NEA-published resource materials. (JS)
Publications-Sales Section, National Education Association, 1201 16th St., N.W., Washington, D.C. 20036 (No. 111-03948, $0.25)
Publication Type: N/A
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC. Association of Classroom Teachers.