Goodlad (John I.) - A Place called school : prospects for the future

High-Involvement Management.

Stress and burnout

/pdf/descriptive-and-analytic-study-of-compensatory-reading-4emtel1qru.pdf

Descriptive and Analytic Study of Compensatory Reading Programs. Final Report.

An abstract of the dissertation of Marilyn Seger for the Doctor of Education in Educational Leadership: Administration and Supervision presented May 1, 1995. Title: A Study of Special Preparation and Training Needs of Middle School Teachers The concept of middle level schooling has existed in the United States since the early 1900s. During the early 1960s, middle level schools were organized to meet the unique developmental needs of early adolescents. Yet, special training, preparation and/or certification for aspiring teachers who wish to work at this level is not available in the majority of states. Many state licensing agencies p~ovide either elementary or secondary certification, which historically was believed to be adequate for middle level teaching. This study investigates the special preparation and training needs of middle level teachers as perceived by teachers and administrators in a suburban school district which was involved for several years in the implementation of innovative practices for middle schools. Middle level educators in this district had received inservice training and were engaged in considerable discussions on research related to effective middle schools. Thirty teachers and 10 administrators were surveyed about their own levels of preparation and their concepts of the elements of model preparation programs for middle school teachers. In a follow-up interview process, including a sample of the survey respondents, interviewees discussed in-depth their district's middle school programs; the impact of a state grant focusing on middle school organizational and instructional issues; and their perceptions about staff development needs of middle school personnel that were not being addressed. The data obtained through survey responses, interviews, and examination of district documents showed that the majority of the sample personnel received their training in middle school concept areas through formal inservice opportunities and/or on the job experience. Furthermore, a majority of the participants endorsed and expressed a need for the following: a special preparation program for middle school teachers containing field experience at the middle level; training in the unique developmental needs of the early adolescent; and, special training in a variety of instructional strategies. Results also indicated that the sample personnel were not aware of the school district'R own studies on middle level schooling and were dissatisfied with the current programs, which they felt had suffered as a result of a lack of effective leadership at the district and building levels.

/pdf/a-study-of-special-preparation-and-training-needs-of-middle-1w2xl1kil2.pdf

A Study of Special Preparation and Training Needs of Middle School Teachers

An abstract of the dissertation of Gail Lyon for the Doctor of Education in Educational Leadership: Administration and Supervision presented December 8, 1993. Title: Case Studies of the Structure, Dynamics, and outcomes of Interdisciplinary Team organization in Oregon Middle Schools Middle school literature advocates interdisciplinary team organization as a structure that enhances student learning and teacher satisfaction. In an interdisciplinary team, teachers responsible for different content areas collaboratively plan the instructional program for a shared group of students. Yet, fewer than fifty percent of the nation's middle schools use an interdisciplinary team structure, and research indicates that teams are fragile and temporary. Few studies were found 'that described interdisciplinary team organization at the team or individual teacher level. The purpose of this case study is to describe the structure, dynamics, and outcomes of interdisciplinary teams of teachers in middle schools. The collection, analysis, and evaluation of data focused on four areas: (a) team structure -. --_ _---_._ -.. .. _--2 including goals, roles, and leadership; (b) team dynamics ("tearnness"), including collaboration, cohesion, and communication; (C) teacher affective outcomes of satisfaction, efficacy, and stress; and (d) teacher behavioral outcomes of curriculum and instruction and co~nseling and discipline. The researcher collected data from five sources of evidence including documents, structured interviews, key informant interviews, direct observation, and questionnaires. Two middle schools that were implementing interdisciplinary team organization for the first year were selected for the study. Their differences in demographics, teaming structure, and district/school history allowed for a basis of comparison and contrast. The data were organized and presented in four case studies of interdisciplinary teams and two cross-case analyses, providing a descriptive account of the experiences of teachers involved in an interdisciplinary team structure. The results of the study indicated that: 1. Structural variables affected team planning. 2. The level of teacher collaboration on teams was a developmental process. 3. Teachers derived professional benefits and personal satisfaction from teaming and experienced a reduction of

https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=2182&context=open_access_etds

Case Studies of the Structure, Dynamics, and Outcomes of Interdisciplinary Team Organization in Oregon Middle Schools

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Case Studies of the Structure, Dynamics, and Outcomes of Interdisciplinary Team Organization in Oregon Middle Schools