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ERIC Number: ED231026
Record Type: RIE
Publication Date: 1983
Pages: 9
Abstractor: N/A
Reference Count: 0
Does Principal Participation in Staff Development for Teachers Pay Off?
Gall, Meredith D.; De Bevoise, Wynn
R & D Perspectives, 1983
The two articles in this bulletin concern an experiment in progress to determine if training teachers in a structured program for mathematics instruction results in higher student achievement and if the effects of the program on teachers and students would be enhanced if the building principal participates in and supports the inservice process. In the first article, "Using Staff Development to Improve Schools," researcher Meredith Gall describes how teachers in five schools are receiving training in a research-validated strategy for managing mathematics instruction without principal involvement. Teachers in another five schools are participating in the same program, but in addition their principals are being trained to support the teachers' implementation of the strategy. As a control group, teachers and principals in yet another five schools are not being trained. The most intriguing observation so far is that issues such as expectations for student work, enforcement of academic requirements, ability grouping, and voluntary participation in staff development are matters of policy that require the involvement of administrators. In the second article, "Wednesday Morning Live: Observations on a Staff Development Meeting," Wynn De Bevoise shares her perceptions of one three-hour training session involving both teachers and a principal. (MLF)
Publications, Center for Educational Policy and Management, College of Education, University of Oregon, Eugene, OR 97403 (free).
Publication Type: Collected Works - Serials; Opinion Papers; Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.