Reflective intervention: An alternative staff development model
Neumann, Diane Marie
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Permalink
https://hdl.handle.net/2142/20491
Description
Title
Reflective intervention: An alternative staff development model
Author(s)
Neumann, Diane Marie
Issue Date
1994
Doctoral Committee Chair(s)
Prestine, Nona A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Education, Teacher Training
Education, Curriculum and Instruction
Language
eng
Abstract
Staff development for experienced teachers is provided by school districts. Some short term programs have had little long term effect on improving learning in teachers' classrooms. State and federal governments are funding school reform movements to create model schools that increase student learning and achievement. Though many of these movements begin with organizational issues, eventually the issues of changing teacher-student interaction to increase learning is addressed. Central to this theme is how to effect this change.
Other studies have identified major factors that affect successful integration of change within school districts. One of these components is teachers' beliefs and efficacy. This study evaluated a year-long staff development model that was created to affect teachers' beliefs about their teaching.
Reflective Intervention had four components. The first, a summer institute developed a common language to describe student behavior within their classrooms, examined constructivist learning theory, reviewed teacher interactions with students through this common language, and modified a teaching unit using these concepts. The second component, an informal contract between the consultant and the teacher focused the observation component on one of three areas: checking for student understanding, increasing student participation in subject matter, or using multiple teaching methodology within a given teaching unit. The third component was observation of students within the teachers' classrooms and shared analysis between teacher and consultant. The fourth component was an evaluation of the whole process by the teacher.
A small high school in central Illinois was selected for the evaluation of the model. A math teacher, an English teacher, and a special education teacher, participated in the study. The purpose of the model was to improve classroom interaction by limiting teacher focus to specific students' behaviors. Through the use of case studies a description of the teachers' experiences as they attempted to modify their teaching practice was recorded.
Reflective intervention increased classroom interaction in two of the three cases. In the third case study it appeared to instill a defensive posture within the teacher.
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