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ERIC Number: ED438369
Record Type: Non-Journal
Publication Date: 1999-Apr-23
Pages: 18
Abstractor: N/A
Reference Count: N/A
Reform Issues: A Review of Methodology and Results.
Thompson, Sheila D.; Wallace, Michael B.
This paper reviews the data collection procedures and results from direct observations, interviews, and surveys that are part of the documentation from the District of Columbia Public Schools' (DCPS) effort at ongoing systemic change effort. Using qualitative and quantitative techniques, several professional development activities were examined by Howard University's Center for Research on the Education of Students Placed At Risk (CRESPAR). CRESPAR's project, Broadening the Scope of Assessment in the Schools, was designed to build collaboratives among middle school mathematics and science teachers, focusing on performance assessment. Activities of the DCPS around educational reform contributed to planning for Teacher Assessment Collaborative sessions, which have occurred since 1996. In 1995, a core group of high performing middle school mathematics teachers received training in, and led implementation of the newly adopted mathematics curriculum. They also received training in performance based education (PBE) and performance based assessment (PBA). Results from focus groups, observations, interviews, and questionnaires emphasized the importance of the value of and the dynamics involved in relationships between the public school system and the university. CRESPAR has conducted interactive sessions with teachers regarding PBA for 2 years. Topics have focused on sharing assessment experiences, technical aspects of PBA, large scale PBA, practical classroom applications, and growth-oriented assessment and the talent development model. Teachers' reactions to this type of training are noted. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A