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ERIC Number: EJ854369
Record Type: Journal
Publication Date: 2006
Pages: 5
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-0195-7597
Section IV: Trends in Teaching Practice
Journal for Vocational Special Needs Education, v28 n2 p25-29 Win 2006
This article presents the results on the effects of professional development in context by examining how much average change over time there is in different dimensions of teaching practice. In particular, three years of data on teaching practice are used to describe trends and differences across teachers and schools in the three broad aspects of teaching practice: (1) the overall alignment of teaching with national standards, using the National Assessment of Education Progress (NAEP) as the national standard; (2) teachers' emphasis on the six performance goals (i.e., memorize, understand concepts, perform procedures, generate hypotheses, collect, analyze/interpret, and make connections); and (3) teachers' use of the four pedagogical strategies (i.e., teacher-centered instruction, individual seatwork, active instruction, and discussion-oriented instruction). This article first reports patterns in teacher change over the three-year period of the study on alignment, performance goal emphasis, and pedagogical strategies. Then it analyzes differences in teaching practice between subjects and school levels, schools, and teachers and for individual teachers over time. (Contains 6 endnotes.)
Journal for Vocational Special Needs Education. c/o Center for Education and Work, 964 Educational Sciences Builidng, 1025 West Johnson Street, Madison, WI 53706. Tel: 608-263-2724; Fax: 608-262-3050; Web site: http://www.cew.wisc.edu/JVSNE
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A