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ERIC Number: EJ1047009
Record Type: Journal
Publication Date: 2014
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1935-7125
Teacher Mini-Grant Programs: An Asset to Schools and Classroom Practice
Hosley, Jessica; Hosley, Nathaniel
School-University Partnerships, v7 n2 p119-124 2014
A rural university and an urban school district developed a professional partnership that focused on promoting quality teaching by improving the skills, knowledge, and disposition of teachers. The major goals of this professional development initiative including the following objectives: first, establish a quality environment for teaching and learning; second, raise student achievement; and third, increase professional development opportunities for educators in partner schools. The results of the mini-grant projects on which the authors report here were very positive. In addition to specific project outcomes, four results were noted. The benchmark scores increased, teachers noted that students performed more confidently on daily assessments, teachers and students benefited from the enhanced instruction and materials, and teachers were able to accommodate the multiple learning styles of students with the greatest need. The authors suggest that mini-grants offer schools an opportunity to inexpensively provide professional development that is engaging and results oriented.
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A