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ERIC Number: ED443825
Record Type: RIE
Publication Date: 2000-Apr
Pages: 37
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Windows into the Classroom: Observing and Evaluating Beginning Teachers' Developing Practice.
Whittaker, Andrea; Markowitz, Nancy Lourie; Latter, Jody
An observation study examined four dimensions of beginning teacher practice that had been heavily emphasized in the first year of a partial internship program and that typically pose problems for first year teachers. These dimensions included: (1) literacy instruction; (2) instructional planning; (3) positive classroom environments and management; and (4) assessment practices that inform instruction. The partial internship program, the Triple L (Lifelong Learning and Leadership) Collaborative, is a school/university partnership for professional development beginning with preservice education. Study participants were eight first-year teachers from a school district. Four were in the second year of the Triple L program, teaching full-time as interns in the district and the other four were first-year teachers who had completed other programs. Participants were interviewed early in the school year and later observed and evaluated during literacy instruction by a Triple L school district liaison. Overall, all the participants were rated as developing their practice in a satisfactory way, but teachers from the partial internship program received higher ratings than teachers who had completed other credential programs. Substantial differences favoring Triple L teachers were found in the areas of learning environments and literacy best practices. The results reveal several areas for improvement that have implications for further research and program evaluation. For example, all of the participants received their lowest ratings in the areas of planning and assessment. In addition to the information the study provided about the progress of these new teachers, the results support the use of the data collection and analysis techniques using developmental scales. Seven appendixes contain interview protocols, the observation summary sheet, two developmental scales for teaching practice, and observation results from fall 1998 and spring 1999. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).