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ERIC Number: ED310068
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 23
Abstractor: N/A
Reference Count: N/A
Quantitative and Qualitative Perspectives on Teacher Attitudes in Professional Development Schools.
Ruscoe, Gordon C.; And Others
This paper examines teachers' attitudes toward issues central to the establishment and functioning of professional development schools in Jefferson County, Kentucky. These issues are teacher effectiveness and teacher empowerment. Like the professional development school concept itself, the research reported is collaborative. Both quantitative and qualitative approaches were used to gain a more complete picture of the day-to-day life in the professional development schools. In reporting results, both research and school-reform concerns are addressed in an effort to enhance "research conversations" within schools and between schools and universities. In the first part of the paper, the collaborative context within which professional development schools have emerged is considered. The second part examines some of the findings of a survey of the 1,065 teachers and 85 administrators in the 24 participating schools, focusing on their responses to questions related to teacher efficacy and empowerment; the response rate was 93.6%. Section three presents related evaluative data derived from participant observation in their schools and interviews with staff members. Finally, consideration is given to the implications of the research findings for school-university collaboration. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky