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ERIC Number: ED455208
Record Type: Non-Journal
Publication Date: 2001-Mar
Pages: 34
Abstractor: N/A
Reference Count: N/A
Tracking Transfer of Reform: Tracking Transfer of Reform Methodology from Science and Math College Courses to the Teaching Style of Beginning Teachers of Grades 5-12. Technical Report.
Judson, Eugene; Sawada, Daiyo
The purpose of this study was to determine whether reformed science and math courses at community colleges and universities were impacting education majors as they began a teaching career. The reformed courses, in contrast to typical lecture classes, implemented inquiry-based methods that emphasized deep understanding of fundamental science and math concepts. Trained evaluators, utilizing the Reformed Teaching Observation Protocol (RTOP) gathered a total of 86 classroom observations to gauge the level of reform that beginning teachers (1-3 years teaching experience) were implementing in grades 5-12. The preservice experience of the beginning teachers varied from having had zero to four reform courses. Results indicated that teachers who had completed reform college courses instructed in a significantly more reformed manner. Furthermore, analysis of years of teaching experience revealed that, while both control and experimental groups achieved higher RTOP scores as they progressed from year to year, the experimental group significantly outpaced their counterparts. Appended are Points of Interest on the Graph. (Contains 15 references and 6 tables.) (Author/SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Arizona State Univ., Tempe. Arizona Collaborative for Excellence in the Preparation of Teachers.