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This paper describes the design and implementation of a staff-development program at Vivian Field Junior High School in Carrollton, Texas. The school is a member of the Texas Partnership School Initiative, which was created to give schools latitude in raising student achievement. The goal of the staff-development program was to identify gains in student achievement and to close the performance gap among student ethnic and socioeconomic populations. The primary focus was on schoolwide implementation of cooperative-learning strategies, followed by three collegial-coaching sessions. This paper describes the implementation process, which involved teacher-training sessions, administration of a pre- and post-survey, teacher self-evaluations, and five classroom observations. A conclusion is that, as a partnership school, the staff of Vivian Field Junior High School is committed to achieving the partnership's goal through cooperative learning and collegial coaching. Appendices contain the Texas Assessment of Academic Skills (TASS) summary reports for Vivian Field Junior High, copies of the two surveys, teacher comments, brief descriptions of three cooperative-learning models, and a staff-development evaluation report. (Contains 45 references.) (LMI)

Descriptors: Academic Achievement, Cooperative Learning, Inservice Teacher Education, Instructional Improvement, Junior High Schools, Peer Teaching, Professional Development, Program Implementation, Secondary School Students, Secondary School Teachers, Staff Development, Teacher Improvement, Teacher Workshops











Autor: Cook, Kathy; Karr-Kidwell, PJ

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8393&id=ED359601



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