Education Commons^™

Staff Development Strategies And Contexts Associated With Positive Impacts On Teachers_ Attitudes And Practices, Susan Gracia

Faculty Publications

The purpose of this study was to identify staff development strategies, organizational contexts, and teacher characteristics that were associated with positive impacts on teachers_ attitudes and practices. The study focused on 89 elementary teachers in 11 schools across 5 districts, all of whom participated in a state-sponsored staff development project during the 1999/2000 academic year. This staff development initiative was designed to assist teachers in acquiring the knowledge and skills necessary to develop and implement standards-based math instruction and assessment in their classrooms.

Using surveys, interviews, and written teacher logs, data were gathered regarding the amounts and types of staff …

The Benedum Collaborative Model Of Teacher Education Student Handbook, Jason Cartwright, Ann Nutter, Judy A. Abbott, Sarah Steel

Faculty Publications

The College of Human Resources & Education welcomes you as students in the Five-Year Teacher Education Program. You will find that your experiences in the Benedum Collaborative will prepare you well as you begin your work in the teaching profession. Our partnership with the professional development schools in the Collaborative provides the setting for clinical experiences that build on your course work at West Virginia University.

Service-Learning As A Tool For Enhancing Student Outcomes In A College-Level Lecture Course, Amy Strage

Faculty Publications

This article reports on the effects of infusing a 20-hour per semester service-learning requirement into a large Introductory Child Development course. Analyses of student outcomes on course assignments revealed that the 166 students in the service-learning cohorts (2 classes) out-performed the 309 students who took the course during the three semesters prior to the introduction of the service-learning requirement. The advantage for the service-learning students appeared to stem primarily from stronger performance on narrative assessments (midterm and take-home final essays), and appeared to manifest itself only later in the semester. Analyses of students’ journals confirmed that students reflected thoughtfully about …