ERIC Number: ED364643
Record Type: Non-Journal
Publication Date: 1991-Apr
Reference Count: N/A
Teacher Receptivity to a Multidimensional Training Model: Learning/Teaching Styles and Expectations.
Bass, Angela L.
The critical aspects of a training model used in a program called Turning Point are described. The program allows teachers to make appropriate paradigm shifts that empower them to analyze their own teaching styles and student expectations in an effort to address their students' learning styles more effectively. The training model makes it possible for teachers to recognize the different learning styles and requirements of their students and to address the increasingly diverse populations and the widening gap in achievement among students of varying gender and racial/ethnic groups. Turning Point resource teachers believe that as effective staff developers, their roles are those of coach and resource provider. Project teachers are trained in cooperative learning, learning and behavior styles, peer coaching, gender and ethnic expectations and student achievement, the whole language concept, and curriculum and its philosophical bases. The following training modules are described: (1) total project teacher training; (2) individual site project training; and (3) total staff training. A case study is presented of the school in which Turning Point is operative, an urban elementary school with 38 teachers and a very diverse student population. The common link provided by the program is emphasized. One chart presents model characteristics. (Contains 10 references.) (SLD)
Descriptors: Academic Achievement, Cognitive Style, Cooperative Learning, Elementary Education, Elementary School Teachers, Ethnic Groups, Inservice Teacher Education, Peer Teaching, Program Descriptions, Racial Differences, Sex Differences, Teacher Attitudes, Teacher Response, Teaching Methods, Training, Urban Schools, Whole Language Approach
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A