Literaturnachweis - Detailanzeige
| Autor/inn/en | Shernoff, Elisa S.; Maríñez-Lora, Ane; Frazier, Stacy L.; Jakobsons, Lara; Atkins, Marc S. |
|---|---|
| Titel | Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us |
| Quelle | (2011), (42 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Urban Teaching; Faculty Development; Beginning Teachers; Teacher Collaboration; Classroom Techniques; Learner Engagement; Urban Schools; Evidence Based Practice; Mentors; Coaching (Performance); Elementary School Teachers; Program Development; Illinois (Chicago) |
| Abstract | Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: "effectiveness" around classroom management and engaging learners; and "connectedness" to colleagues. Using a mixed-method iterative development framework, we highlight the process of developing and evaluating the feasibility of a multi-component professional development model for urban early career teachers. The model includes linking novices with peer-nominated key opinion leader teachers and an external coach who work together to: (1) provide intensive support in evidence-based practices for classroom management and engaging learners, and (2) connect new teachers with their larger network of colleagues. Fidelity measures and focus group data illustrated varying attendance rates throughout the school year and that although seminars and PLCs were delivered as intended, adaptations to enhance the relevance, authenticity, level, and type of instrumental support were needed. Implications for science and practice are discussed. [This paper was published in "School Psychology Review" v40 n4 p465-485 2011 (EJ962062).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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