Search results for: Haymore Sandholtz Judith
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The present study investigated differences in contextual factors across schools and their influence on teachers’ decisions about science instruction. The findings show the influence of context on the sustainability of professional development outcomes. Additionally, it was found that principal support and collegial support are particularly important to teachers in sustaining science instruction. Finally, the study found that variations in school context also influence the extent to which state-level factors affect teachers’ decisions about science instruction.
Updated: Mar. 11, 2018
This study examines the correlation between supervisors' predictions and students' performance grades. The authors found a correlation between the high- and low-performing candidates’ grades in university course work and their scores on the performance assessment. However, the authors found differences between supervisor predictions and actual scores on the performance assessment. The results reveal that the majority of candidates whose supervisors predicted failure did not fail, and the majority of candidates who did fail had been predicted to pass.
Updated: Feb. 06, 2018
Predicting Performance: A Comparison of University Supervisors’ Predictions and Teacher Candidates’ Scores on a Teaching Performance Assessment
The purpose of this study is to examine the relationship between university supervisors’ predictions and teacher candidates’ performance on a summative assessment based on a capstone teaching event, part of the Performance Assessment for California Teachers (PACT). The findings indicate that university supervisors’ perspectives about their candidates did not always correspond with outcomes on the PACT teaching event, a summative performance assessment. In addition, most of the candidates with the highest and lowest scores on the assessment were not those for whom the supervisors anticipated outstanding or poor performance.
Updated: Jul. 02, 2013
This case study examines the classroom instruction of an experienced teacher in an elementary school where the principal supported teachers’ autonomy and authority over curriculum and instruction. The results demonstrate how teachers’ professional discretion is being minimized in subtle yet consequential ways amid high-stakes testing, even in subject areas not tested by the state. Constrained professionalism represents a new situation in which teachers retain autonomy in classroom practices. However, their decisions are significantly circumscribed by contextual pressures and time demands that devalue their professional experience, judgment, and expertise.
Updated: Mar. 16, 2009
This case study examines how differing views on the teacher's role in school reform affected the work of a school–university partnership. The school district and the university had a history of partnerships and shared common general goals. Yet, as the partnership progressed, conflicting perspectives about teaching and the purpose of professional development became evident and created dilemmas that influenced the nature of the work. This study highlights the complex issues embedded in school–university collaboration.
Updated: Jan. 15, 2009