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ERIC Number: ED437487
Record Type: Non-Journal
Publication Date: 1999
Pages: 24
Abstractor: N/A
Reference Count: N/A
Case Studies of Teachers Learning and Applying Opportunity To Learn Assessment Strategies in Two Urban Elementary Schools. Publication Series No. 8.
Stevens, Floraline I.
This study examined the proposition that if teacher professional development focuses on ways of thinking and teacher action, it will facilitate the ongoing implementation of opportunity-to-learn (OTL) assessment strategies rated as "teacher-friendly" and "very teacher-friendly." Case study methodology was used to investigate teachers' learning and to apply OTL assessment strategies in two urban elementary schools in Washington, D.C. Six OTL assessment strategies were presented to teachers in workshops over several months. Teachers rated the assessment strategies that were introduced for ease of use. Although they considered all the strategies they were taught "teacher-friendly," the networking and collaborating assessment strategy captured the ongoing support of all teachers. Levels of demonstrated leadership appeared to play an important role in the adoption of this strategy. Student achievement scores in these schools appeared to improve with the adoption of the networking and collaborating assessment strategy. (Contains 3 tables and 14 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Temple Univ., Philadelphia. Center for Research in Human Development and Education.