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A deeper understanding of the adult-learning process has produced a substantial consensus about the critical attributes that constitute effective professional-development practices. This volume presents findings of a study that examined the design, implementation, and impact of systemic reform efforts to in-depth case studies of three school-university partnerships that had undertaken comprehensive reform initiatives--the Learning Consortium at the University of Toronto, the Southern Maine Partnership and the University of Southern Maine's Extended Teacher Education Program, and the Benedum Project at West Virginia University. The study focused on preservice training, inservice training, and working conditions, and assessed five different indicators of professionalism--a culture of inquiry, teacher development, collaborative cultures, professional networks, and client organization. Findings indicate that long-term continuance is built on sustained district and university support; a continuing and adapting program of activities in which all personnel are mutually engaged; and stable leadership. Cross-site analysis revealed the importance of personal and professional relationships, access to a variety of professional-development opportunities, stable leadership, resource availability, goal congruence among organizations and the alignment of organizational arrangements to achieve goals, and the tensions inherent in school-university partnerships. Five tables and 10 figures are included. The appendix illustrates the causal network for the Southern Maine Partnership. (LMI)

Descriptors: Change Strategies, College School Cooperation, Educational Cooperation, Elementary Secondary Education, Faculty Development, Higher Education, Multivariate Analysis, Partnerships in Education, Professional Development, Program Effectiveness, Program Implementation, Teacher Improvement, Teaching Conditions, Teaching (Occupation)

Autor: Swanson, Judy


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