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ERIC Number: ED443459
Record Type: Non-Journal
Publication Date: 2000-Apr-14
Pages: 17
Abstractor: N/A
Reference Count: N/A
Assessing the Constructivist Classroom.
McClure, Robert; Johnson, Bruce; Jackson, David; Hoff, Jean
During the 1998-99 academic year, five teacher education institutions participated in the first year of a study to determine the impact of teacher preparation programs on beginning teachers. This collaboration, known as the Teacher Research Network (TRN), met several times during the academic year and the following summer to investigate recent research activities on beginning teachers, to review current scholarly work on the topic, and devise a specific plan of study for the TRN that would consider Minnesota's needs and resources for addressing the issue. The TRN piloted a quantitative instrument developed in the Salish Project entitled the Constructivist Learning Environment Survey (CLES) and a qualitative instrument called the Science Teacher Observation Instrument (STOI), which was developed after considerable investigation into components of the INTASC standards, Minnesota Teacher Preparation Standards, and the effective teaching literature. Two versions of the CLES were developed, entitled CLESS in the modified form, one for the teacher's perspective and another for the student's perspective. The remaining parts of this report describe the developments of the CLESS and the STOI. The CLESS, STOI, and Teacher Observation Form Rubric instruments are appended at the end of this report. (VWC)
Publication Type: Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota