ERIC Number: ED412191
Record Type: Non-Journal
Publication Date: 1996-Oct
Reference Count: N/A
Reform in Middle-Level Education: Roles, Relationships, and Reality.
Morrow, Linda E.; Martin, Kaye M.
The faculty of one rural middle school in Ohio received professional development funds to implement a 5-year school improvement plan (Ohio's Venture Capital initiative). A study of the project investigated: (1) how the experience affected teachers' perceptions of their roles as reflective practitioners and as resources to their colleagues; (2) how the experience affected their conceptions of their responsibilities for teacher and student learning; and (3) what conditions increased their commitment to and enthusiasm toward professional development. Researchers examined proficiency test scores, competency-based assessments in reading and writing, faculty opinion surveys, Dimensions of Excellence surveys, student interviews, teacher focus group interviews, a posted checklist of teacher activities, teacher journals, and team Venture Capital notebooks. Results indicate that the school improvement initiative has changed the nature of the school's professional development. Project funding has allowed regular attendance at professional conferences. Teachers have begun to take charge of their own growth and reflect on their knowledge. A core group has identified school needs to be addressed. There has been an increase in building norms of collegiality and cooperation. Teachers have begun to assume more responsibility for their students' learning. (SM)
Descriptors: Collegiality, Educational Change, Faculty Development, Focus Groups, Inservice Teacher Education, Intermediate Grades, Journal Writing, Junior High Schools, Middle School Teachers, Middle Schools, Rural Schools, Teacher Attitudes, Teacher Improvement, Teacher Responsibility, Teacher Role
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio