ERIC Number: ED431730
Record Type: RIE
Publication Date: 1999-Apr-23
Staff Development in Cooperative Learning for Inservice Teachers.
Geary, William T.
This ethnographic case study of six teachers in a metropolitan public elementary school investigated the structure and process of staff development for inservice teachers who were incorporating cooperative learning into their classroom practices. The researcher collected data from planning meetings, site visits with observations, questionnaires, individual interviews, and focus group discussions. The project lasted 1 school year, with data collected before, during, and after staff development sessions that were designed to help teachers implement cooperative learning. Information came from both teacher self-report data and observations from researchers. Data analysis indicated that teachers considered the staff development program successful because it impacted their students both within their classrooms and at recess. They believed that the inservice training addressed their specific goals. Teachers learned both from group facilitators and from one another. However, there were situations where teachers' lack of a theoretical overview caused them to think in short-sighted ways and make decisions that conflicted with one another. Other areas of concern included time pressures that teachers faced and long-term support for the effort. (Contains 36 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).