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ERIC Number: ED451155
Record Type: Non-Journal
Publication Date: 2000-Jul-11
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reflections: A Systemic Change Model for Staff Development.
Reed, Lorrie C.
This study examined the effectiveness of Reflections: A Systemic Change Model, a staff development model based on the concepts of systemic change, constructivism, and paradigm shift. A pilot study was conducted to determine whether the model was realistic, feasible, and effective. It occurred during 1998 in a 6-week summer school supervision course at Chicago State University. A convenience sample of 22 graduate-level students participated. All participants worked full-time in area schools. The study utilized constructivist teaching approaches and gathered information through both Likert scales and open-ended questions, hypothesizing that students taught using the Reflections model as a framework would learn as much as they would in a course taught using conventional methods. Results supported the hypothesis. Students considered the model effective and rewarding as a teaching mechanism. They believed that similar constructivist approaches could be equally as effective when transferred to a staff development situation. Students indicated that the model was not as effective as other methods in imparting knowledge about discrete pieces of various theories or in informing them about legal and bureaucratic steps involved in screening and selecting staff and in terminating teachers who fail to meet standards. (Contains 27 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A