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ERIC Number: ED465761
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 28
Abstractor: N/A
Reference Count: N/A
Documenting In-Classroom Support and Coaching Activities of a Professional Development Program Directed toward School-Wide Change: An Integral Part of an Organization's Evaluation Efforts.
Race, Kathryn E. H.; Ho, Evelyn; Bower, Leah
This study examined the classroom practices of 265 elementary school teachers from the Chicago, Illinois, public school system who were participating in an intensive professional development program. The program included classroom coaching and mentoring activities in support of instructional sessions conducted over time. Based on more than 1,700 standardized implementation logs, a descriptive assessment looked at changes in the level of intervention by professional development staff throughout the classroom support phase of the program. Evidence related to program outcomes that address the use of standards-based curricula in mathematics and science and the use of best practices in the classroom by participating teachers were examined as well. Also examined was the degree to which varied instructional strategies were used in the classroom in support of diverse learning styles of the children who ultimately should benefit from this program. Limitations of this methodology are discussed as well as the overall results that suggest the feasibility and utility of this methodology in recording hard-to-capture data. (Contains 18 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A