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ERIC Number: ED228745
Record Type: RIE
Publication Date: 1982-Dec
Pages: 210
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Relationship between Inservice Education Practices and Effectiveness of Basic Skills Instruction. Final Report.
Gall, Meredith D.; And Others
Examined here is the question of whether current teacher inservice activities for improving students' basic skills incorporate research-validated practices. First, 27 dimensions for analyzing inservice education were idenitified under six headings: teacher objectives, student objectives, delivery systems, organizational context, governance, and selection/evaluation. Then research literature was reviewed to identify inservice practices that have had demonstrated effects on students' basic skill achievement, teacher behavior, and teacher satisfaction. Six elementary schools were studied to determine how much the research-validated practices were used. Teachers and administrators were interviewed concerning their perceptions and descriptions of their schools' inservice activities. Findings indicated that most of the inservice activities did not use research-validated methods. Specifically, inservice activities were short-term activities for teacher improvement rather than long-term activities for school improvement, and programs were fractionated across many goals. Although most subjects approved of the effective practices identified, they were satisfied with 80-90 percent of the inservice training they participated in that did not incorporate the practices. The authors conclude that inservice education needs to be more tightly coupled to district-level priority goals and assessment of goal attainment. Interview schedules and other materials are appended. (JM)
Publications, Center for Educational Policy and Management, College of Education, University of Oregon, Eugene, OR 97403 ($5.00).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.
Identifiers: Research Practice Relationship