This case study documented the process of designing, implementing, and accessing a low-cost, school-based staff development project. The principal objective of the study was to help a group of elementary school teachers serving African-American students seek alternative means of instructing those students not reached through traditional channels. In addition, it sought to expand teaching repertories; build stronger ties between the regular classroom and Chapter I programs; incorporate the tenets of action research in conjunction with sound staff development procedures; and to keep restructuring to a minimum. To facilitate and achieve these aims, the Chapter I curriculum was redesigned and linked to the regular classroom program. This case study also demonstrated a comprehensive collection of school improvement activities. The Chapter I staff, in concert with the classroom teachers, designed, implemented, and evaluated student activity modules. The modules focused on building positive self-image, cultural diversity, congruence, cultural heritage, and cooperative learning. Lessons learned from the activity modules promoted teacher interaction and feedback. In addition, the modules provided the Chapter I staff and teacher participants an avenue for connecting two disparate entities through planned staff development. The project succeeded as a result of the support garnered from administrators, the building principal, auxiliary staff, and community volunteers. Sound staff development processes permitted (1) the involvement of those persons most directly affected by the restructuring, (2) teachers to expand their repertoire of teaching strategies, (3) an increase in the level of optimism and resolve among teachers, administrators, and Chapter I staff, (4) time for teachers to explore new concepts and curriculum, (5) flexibility within the parameters of the project, (6) the undertaking of activities that permitted the linkage of the Chapter I curriculum to the regular classroom program, (7) opportunities for teachers/staff to plan collaboratively, and (8) teachers to grow professionally.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8472 |
| Date | 01 January 1992 |
| Creators | Pinder-Watkis, Terrecita E |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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