ERIC Number: ED385448
Record Type: RIE
Publication Date: 1995-Apr
The Impact of Reform-Based Partnerships on Attitudes toward Environmental Science and Partnering and on Classroom Instruction. Draft Copy.
Bainer, Deborah L.; And Others
Partnering for Elementary Environmental Science, a professional development program developed to enhance teachers' skills and content knowledge in science education, pairs classroom teachers with resource professionals for 1 year of collaborative instruction. The purpose of this study was to examine the impact of reform-based partnerships among teachers and resource professionals on instructional practices, teacher attitudes, and student attitudes and learning in 11 rural elementary schools in a midwestern state. In the first phase of the program, an in-depth 4-day institute was held in the summer. The second phase of the project enabled partnership teams to implement their collaborative teaching projects throughout the following academic year. A follow-up implementation phase included two mini-conferences. This paper reports part of the evaluation and research related to the program and is delimited to reporting participants' changes in attitudes and instructional approach. Though the mean for both groups improved, the teachers' levels of confidence in reform-based partnering showed significant improvement after the program. Approximately three-quarters of teachers expressed that their instructional approach had changed, often towards more hands-on approaches. The questionnaire is appended. Contains 10 references. (LZ)
Descriptors: Educational Change, Elementary Education, Elementary School Teachers, Environmental Education, Inservice Teacher Education, Instructional Improvement, Partnerships in Education, Professional Development, Professional Personnel, Rural Areas, Science Education, Teacher Attitudes, Teacher Education Programs
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).