Search results for: Program effectiveness
Page 17/17 168 items
Alternative certification plays a central role in the production of new teachers in many states, yet little is known about the characteristics of an effective program. This paper is based on an analysis of seven alternative certification programs to determine the characteristics of effective programs. It presents findings from an analysis designed to shed light on the effects of personal, program, and contextual inputs on teaching outcomes. Overall, findings suggest that an effective alternative certification program places candidates in schools with strong leadership, a collegial atmosphere, and adequate materials.
Updated: Dec. 15, 2008
This article reviews the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. 87 studies met these criteria. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone.
Updated: Dec. 14, 2008
This article reports on a study that closely followed and documented the journeys of professional growth for a group of teachers from their points of view, over a period of six months. Action research was conducted in conjunction with participation in a project centered on the creation of Web sites as culminating performance tasks.Analysis of the data collected led to the conclusion that one possibility could be to facilitate professional development in such a way that it is authentic, based in the classroom and focused on tasks meaningful to and specifically chosen by the teacher.
Updated: Nov. 24, 2008
The Impact of a NCLB-EETT Funded Professional Development Program on Teacher Self-Efficacy and Resultant Implementation
In response to the need to train teachers to effectively integrate technology into elementary and secondary education, a teacher professional development program funded by a federal grant provided a selection of instructional technology integration courses to K-12 teachers. This study investigated the impact of these courses on the course participants' self-efficacy in learning about and implementing instructional technology. The study also explored the differential effects of these courses on participants' self-efficacy due to different demographic characteristics. The positive perceptions of the course effectiveness from the participants suggested an overall success of the program.
Updated: Nov. 17, 2008
ETIPS: Using Cases with Virtual Schools to Prepare for, Extend, and Deepen Preservice Teachers’ Field Experiences
This paper presents one tool that has been used successfully to improve preservice teachers’ instructional decision-making knowledge about technology integration, with the unintended outcome of readying them for field experiences in general.
Updated: Jul. 10, 2008
Implementing a Structured Reading Program in an Afterschool Setting: Problems and Potential Solutions
In this article, the authors present results from their implementation study of a structured reading program for fourth, fifth, and sixth graders in an afterschool setting. As the authors explain, schools and districts often view an extended school day as a promising way to address the literacy needs of their lowest-performing students by devoting more time to reading instruction.
Updated: Jun. 26, 2008
The article explores on-the-job professional development programs. The authors suggest that the higher the control teachers have over professional development, student learning and resemblance to typical teaching culture in classrooms, the more beneficial the programs are for teachers. The authors also discuss the factors affecting teachers' satisfaction with instructional programs.
Updated: Mar. 31, 2008
The Impact of Teacher Preparation on Student Achievement in Algebra in a 'Hard-to-Staff' Urban PreK-12-University Partnership
The purpose of this study was to determine if a nontraditional teacher preparation program, the Transition To Teaching program, was a viable way to ease the teacher shortages in a high poverty, urban U.S. school district, and at the same time, to evaluate the impact of teacher training on students' academic achievement. The results of this study afford evidence that the students taught by 1st-year, alternatively prepared teachers achieved as well as or better than their peers taught by traditionally certified 1st-year teachers, according to student achievement in mathematics, specifically Algebra I.
Updated: Feb. 07, 2008