This phenomenological multiple case study provides the details, reasoning, and discussion of the role of study abroad experience and its perceived impact(s) on three in-service teachers. Two research questions were posed: What are the perceived impacts on in-service teachers' practice of a study abroad program experience and how does the in-service teacher's perception of impact change over time within a teacher's career? Results of this study suggest that the teaching practice of in-service teachers who study abroad would benefit, especially in the area of intercultural competence, if this experience is structured in a way where the curriculum of the study abroad program aligns with the content of their future teaching assignment i.e. curricular bridging. Case evidence further suggests that long-term impact of a study abroad experience upon a teacher's practice is related to providing the future teacher an opportunity for to develop and maintain pedagogical relationships with students while abroad. The term ‘submersion' is introduced to help articulate depth of impact during a study abroad program experience.

Recent calls for reform in teacher education have included improving the clinical experience of preservice teachers (Boyer, 1983; The Holmes Group, 1986). Research on student teaching indicates that the role of the cooperating teacher is of critical importance to the clinical experience (Tabachnick, 1980; Haberaan, 1978). Problems exist, however, in communication gaps between higher education and the public schools (O'Shea, 1984); in the selection of cooperating teachers (Griffin, 1981); and in their preparation for assisting novices in the development of knowledge about teaching and learning (Griffin, 1983; Kleinsasser, 1988). Early clinical supervision models (Cogan, 1973); Goldhammer, 1969) have been presented through top-down approaches. Literature on teachers as a cultural group (Lortie, 1975) provides some insight into why such approaches have not been successful and why cooperating teachers have not come to see themselves as teacher educators. / Ed. D.

The problem of the study was to determine the effectiveness of an in-service education program as a means of providing qualified foreign language teachers for elementary schools. Specifically, the problem was concerned with a statistical comparison of the achievement of two groups of pupils. One group was composed of fourth-grade pupils who were taught Spanish by teachers who had had a maximum of three college hours in Spanish and who had participated in an in-service education program. The other group was composed of fourth-grade pupils whose teachers had had a minimum of twelve college hours in Spanish but had not participated in an in-service education program.

This study documents and describes efforts by Oregon school districts to network in order to improve schools and provide resources for staff development. There are at least 41 networks linking school districts, institutions of higher education, and Educational Service Districts in both rural and urban areas of the state. These networks, collaboratives, and consortia have the common purpose of improving education, and the belief that they can accomplish more cooperatively than they can individually. These networks are described in terms of purposes, benefits and problems, and desire for assistance. Comparisons showed that large school districts are much more likely to participate in networks than small ones. This is significant because there are many small school districts in Oregon that would benefit from the assistance of a network in providing resources and expertise for school improvement efforts. Descriptions of three active networks in different parts of the state provided additional information regarding organizational structure, membership, and activities. There is a listing of the membership of 41 networks in the state. Statistical comparisons indicate that the greatest benefits responding school districts derived from networking include increased effectiveness of staff development efforts, sharing of information, cost sharing, and psychological support. Problems encountered in networking were: conflicting work priorities, conflicting goals, organizational problems, and funding. Two-thirds of the districts surveyed would like to have assistance for their efforts in the form of funding or incentives for networking, information on school improvement practices, and communications linkage among school districts. The study indicates that networking is widely practiced in the state of Oregon for the purpose of improving school effectiveness and staff development efforts. Implications are that this is an effective way for schools to accomplish their goals. Therefore, it is recommended that school districts not engaged in this practice give consideration to networking as an effective way to increase resources for school improvement efforts and to become more effective. It is hoped that encouragement and incentives for networking will be forthcoming from state and local education agencies. These agencies should exercise caution that their efforts to encourage networking not create unnecessary structures that would destroy the flexibility that makes networks so effective.

This two-year case study investigated the effects of a peer observation process in a high school on the six selected areas listed below. Peer observation is a process to improve instruction by having teachers observe and critique other teacher's videotapes of classroom teaching. 1. Changes in norms and expectations for sharing instructional ideas among teachers. 2. The perceived value of self-evaluation of videotapes and related peer discussions about teaching. 3. The perceived value of peer feedback exchanges for instructional improvement. 4. The use of other teachers as models for effective teaching. 5. The perceived value of peer exchanges in stimulating a desire to improve. 6. The effect of peer interaction on the school climate for teacher improvement. The case study design was effective for investigating subjects in their natural setting which was a faculty of approximately 65 veteran teachers who had participated in one or more activities of the peer observation process. Research methods included the use of multiple sources of data from observations, questionnaires, surveys, peer discussion reports, and interviews. Lines of inquiry were triangulated across methods to strengthen the results and to search for divergent findings. Descriptive analyses were used to present and discuss the findings. Seventy-three percent of the staff participated the first year, 43% participated in the second year. Results from the findings indicated that peer observation had the following effects in this setting: 1. Standards of behavior among teachers changed from closed to open after experience with the process. Teachers exchanged ideas on teaching beyond that requested and in situations outside the process activities. 2. Videotape replay of classroom teaching and peer group discussions were perceived as valuable for both observed and observing teachers. 3. Teachers preferred feedback from peers because of the varied ideas from credible sources, the time to exchange teaching strategies, and the nonthreatening environment. 4. Teachers used other teachers as models for generating effective methods for immediate classroom use. S. Teachers perceived exchanges to have stimulated a desire to improve on three levels; awareness, effort, and implementation. 6. A climate for instructional improvement evolved where teachers perceived a need to share information and generate ideas in a non-threatening manner. The peer observation process was found to be an effective program for teacher improvement of instruction in this setting.

No description available.

The problem of the study was to compare the relationships between a cognitive-oriented and affective-oriented teacher in-service program on the subsequent incidence of humane characteristics in the classroom. Ninety-two teachers of grades 4, 5, and 6 from three school districts located in the Region XI Education Service Center area were involved in the study. One of the purposes of the study was to obtain information which could be helpful to Texas educators responsible for teacher in-service programs. It is critical that educators know the kinds of in-service programs which produce the greatest change in teacher behavior. This study concludes that in-service education programs which focus on specific instructional skills and strategies related to curriculum content are more viable in achieving the characteristics of a humane classroom than in-service programs which, though they be skills-oriented, do not relate specifically to curriculum content.

The computer education literature documents computer anxiety as a problem common to classroom teachers without prior computer training. This study was an investigation of the effectiveness of workshops designed to reduce such anxiety. The treatment comprised of instruction based upon principles derived from the literature was administered to 80 teachers in a Treatment group and 57 teachers in a Quasi-control group. Pre-test measurements included a Computer Background Information survey, Part II of the Minnesota Computer Literacy and Awareness Assessment and the Trait section of the Spielberger State Trait Anxiety Inventory (STAI). Post-test measures were the State section of the State Trait Anxiety Inventory, Part I of the Minnesota Computer Literacy and Awareness Assessment and a LOGO quiz. Statistical treatment of the data included T-test comparisons between Treatment and Quasi-control groups on tests of computer Knowledge; Chi-square test of independence between groups on descriptive characteristics and a one-way analysis of variance testing the relationship between test anxiety and achievement. Findings confirm an inverse relationship between computer knowledge and computer anxiety. The workshop treatment derived from the literature on in-service training and computer anxiety was an effective vehicle for increasing teacher knowledge and reducing computer anxiety. Study results show that teachers exposed to the treatment workshops reported an increase in positive attitudes toward computer use. Comparisons of pre- and post-workshop State anxiety measurements yielded evidence of significant computer anxiety reduction. / Ed. D.

This ethnographic study explores the nature of the conversations between two colleagues, a more experienced and a less experienced university professor, during the planning sessions, class meetings, and debriefings of a reading assessment course. The study describes what happened during the planning sessions and class debriefings of the more experienced professor, and how the conversations between the two colleagues assisted them in further developing their teaching. Case study methods (Bogdan & Biklen, 1982; Merriam, 1988) were used to conduct and analyze the study. The data included field notes, course documents, and transcriptions of the audio taped planning sessions, class meetings, and debriefings. / Ed. D.

This study examined the partnerships of three mentor/protege teacher dyads in early childhood education. Particular attention was paid to the impact of the relationship on the job satisfaction and teaching practices of the participants. Quantitative data were gathered through the Early Childhood Job Satisfaction Survey and through the Teaching Practices Observation Scale. Qualitative data were gathered through the use of in-depth interviews and teacher journals. Findings support the conclusion that mentoring partnerships can provide for enhanced professional development for all participants when a strong personal connection can be forged. Strategies for effective mentoring programs are suggested. / Master of Science