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ERIC Number: ED335331
Record Type: RIE
Publication Date: 1991-Apr
Pages: 27
Abstractor: N/A
Reference Count: N/A
A Staff Development Model for Improvement of Teaching: Practice First and Believe It When You See It.
Ellis, Nancy E.; Kull, Judith A.
This study was conducted in order to explore patterns of teachers' thinking and learning as they learn a new instructional approach. The theoretical framework is based on a model in which teachers: learn and implement a new practice; witness cognitive and attitudinal changes in students' learning outcomes; change their own beliefs and attitudes; and incorporate the new practice. Belief follows practice and observation rather than vice versa. The participants in the study were 21 teachers from 15 school administrative units in New Hampshire. Data sources were journal entries, questionnaires, videotapes of all teachers, and observations of nine teachers' classroom practice. Data indicated that most teachers reported alternating phases of frustration and increased surges of learning at identifiable stress points. All teachers adopted some routine practices of the innovation. Attributes of teachers' attitudes and knowledge changed from the beginning to the end of the institute. However, there was some reversion to an original state by the end of the following academic year. (Author/LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).