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ERIC Number: ED406350
Record Type: Non-Journal
Publication Date: 1997
Pages: 31
Abstractor: N/A
Reference Count: N/A
The Effects on Student Learning of Transforming Professional Development Schools To Focus on National Content Standards.
Devlin-Scherer, Wade; And Others
The School of Education and Professional Studies at Central Connecticut State University was funded to improve student achievement through school-based reform and to enhance the preparation of teachers who work in urban schools. The vehicle for enacting these goals was the creation of professional development schools near the university. One elementary school's first year (1995-96) implementation of its mathematics reform action research project is the focus of this study. The school is part of an urban school district with a 64 percent minority population. A matched pairs strategy was employed to allow for year-to-year control group comparisons and to provide for longitudinal follow-up. Teachers engaged in various types of professional development programs prior to the program. During the first year of implementation, students in grade four successfully learned the seven selected problem solving strategies. However, the Stanford Achievement Test results for grade four treatment students did not yield more positive results than for the matched pair control students, an outcome that can be explained in a variety of ways. It is concluded that professional development schools' action research projects should focus on interventions that have demonstrated prior success in student learning on standardized measures before the intervention is selected for adoption. Data tables are appended. (Contains 25 references.) (JLS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A