ERIC Number: ED021807
Record Type: Non-Journal
Publication Date: 1967
Reference Count: N/A
A Study of Contrasting Patterns in Inservice Education.
White, Marjorie A.; And Others
In-service teacher education programs are designed to increase teachers' subject matter competency and to develop positive attitudes toward new curriculum plans. This study of such a program attempts to answer two questions: (1) What type of program most efficiently achieves the aims and (2) How are the results affected by location of the program, previous teaching experience, previous science courses, and grade level taught? Elementary school teachers (N=140) participated in training programs using "Science--A Process Approach," a new curriculum developed by the Commission on Science Education for the American Association for the Advancement of Science. Three group programs were conducted: (1) a 6-credit-hour course on a college campus, (2) a 1-week preschool workshop followed up by monthly 1-day visits and group sessions in participating schools, and (3) a released-time in-service plan of 11 half-day sessions throughout the school year. Pre- and posttest batteries along with other findings indicate that for improvement in both science competence and teacher attitude, the released-time format of teacher training is most effective; the campus program, least effective. Previous teaching experience and grade level taught seem unrelated to competence and attitude changes, but previous science training appears to contribute positively to both types of change. Seven references appear in the bibliography. (JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Texas Univ., Austin. Science Education Center.