ERIC Number: ED392794
Record Type: Non-Journal
Publication Date: 1995-Oct
Reference Count: N/A
Teacher Learning in the context of the SDP: What Are the Opportunities? What Is the Context?
The School Development Program (SDP), initiated 25 years ago by Dr. James Comer, is described, with focus on the need for knowledge about its child development component and the implications of this lack for program implementation and impact. The SDP program is recognized for its primary focus on child development and human relationships as its intellectual core; it suggests that improvements in teaching and learning will follow from more productive social relations. It is composed of a Mental Health Team (MHT), a School Planning and Management Team (SPMT), and a Parent Program (PP). Two sources of data are examined in this analysis of the facilitators and the MHT and SPMT staff: evaluation material from two middle schools in New Haven (Connecticut) in the 1986-1987 school year and evaluation of the SDP in Hartford (Connecticut) from April 1991 to May 1993. In the evaluation of the SDP in New Haven, the facilitator was observed attending consistently to the process side of the reform with little emphasis on the child development knowledge component. The Hartford evaluation confirmed the conclusions drawn in New Haven. It is suggested that the fundamental design flaw in the SDP is that the participants attempted to implement a program without access to the underlying knowledge base of child development research and theory, without any idea of what programs based on this research would look like, and without the initial and ongoing training and support that could give them access to this knowledge and skill. (NAV)
Descriptors: Child Development, Inservice Teacher Education, Intermediate Grades, Junior High Schools, Knowledge Level, Middle Schools, Program Design, Program Effectiveness, Program Evaluation, School Districts, Teamwork
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($4.97).
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.