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ERIC Number: EJ886918
Record Type: Journal
Publication Date: 2009
Pages: 18
Abstractor: As Provided
Reference Count: 89
ISBN: N/A
ISSN: ISSN-1085-5300
Sustaining Instructional Change: The Impact of Professional Development on Teacher Adoption of a New Instructional Strategy
Richards, Jennifer; Skolits, Gary
Research in the Schools, v16 n2 p41-58 Fall 2009
Adolescents learn best when actively engaged with the content; yet, many teachers rely on passive learning strategies in their classrooms. This study investigated teacher (n = 6) use and adoption of an active learning instructional strategy (Role, Audience, Format, Topic). The study purposes were to: (a) determine how and to what extent teachers apply a new instructional strategy; (b) identify barriers to instructional change; and (c) examine the impact of research-based professional development training on teachers' sustained use of an instructional strategy. Findings suggest that for these six teachers to use a strategy, they must understand the educational theory behind it, observe the strategy modeled, relate the strategy to current instructional practices, and receive on-site support during initial implementation. (Contains 2 tables.)
Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/rits.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A