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ERIC Number: ED347633
Record Type: Non-Journal
Publication Date: 1992
Pages: 14
Abstractor: N/A
Reference Count: N/A
Does Inservice Make a Difference? A Way To Measure whether Teachers Are Using What They Learn in Inservice.
Baker, Esther J.
Findings from a study that sought to determine the degree to which teachers used an inservice program for the implementation of a primary language and literacy program are presented in this paper. To measure teachers' level of use of the whole language philosophy of learning, the Language and Literacy Questionnaire was administered to 112 primary teachers in 6 schools in the Battle Ground, Washington, school district. Findings indicate that 99 percent of the teachers read aloud to their students daily (or nearly every day) and had developed their classroom read-aloud program to the routine level of use. However, they exhibited a low level of use regarding the element of guided reading. Teachers ranked in the 80th or 90th percentiles for 8 of the 10 elements of the whole language program. Five figures are included. (5 references) (LMI)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A