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ERIC Number: ED205465
Record Type: RIE
Publication Date: 1981-Jan
Pages: 352
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teacher Centers in Action: A Comprehensive Study of Program Activities, Staff Services, Resources and Policy Board Operations in 37 Federally-Funded Teacher Centers.
Mertens, Sally K.; Yarger, Sam J.
This report provides an information base about federally funded teacher center projects. The information was collected between January 1 and August 31, 1980 from 37 federally funded teacher center projects. During this eight month period, 247 structured telephone interviews were conducted. Three major categories of questions provided the focus for the interviews. The first was addressed to the policy boards and asked whether teachers were exercising their mandated right to participate in project decision making. In the second question category, specific questions were asked on program activities, their focus, instructional formats, instructors, length of program, and active participants. The third category of questions elicited descriptions of services that teacher center staff provided for individual teachers and the resources that are available for teachers. The first chapter discusses the development of the study design and the rationale for the focus on the three major categories of questions. The second chapter describes the data collection and analysis procedures. The third, fourth, and fifth chapters give detailed discussions on the responses to the three question categories. Implications for inservice education are considered in the sixth chapter. Appended to the study is a Help Book that contains information on the logistics of teacher center documentation, including samples of instrumentation used in the data collection and the training manual that project documentors used in this study. (JD)
Publication Type: Reports - Research; Reports - Descriptive; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Syracuse Univ., NY.
Identifiers: N/A