This study documented the process of designing, implementing, and evaluating a low-cost, school-based, researcher-conducted staff development program for four voluntary Black seventh and eighth grade science and social studies teachers at Roosevelt Junior Senior High School, New York, during 1987-88. The underlying purpose was to learn more about effective school improvement in low-income school districts. Staff development efforts aimed to expand teachers' teaching styles to accord more closely with urban Black students' diverse learning styles in four homogeneously grouped classes with the intent of (a) improving students' academic achievement, (b) increasing attendance to class, and (c) improving attitudes about school. Five collaboratively planned workshops on teaching styles and learning styles provided opportunities for teachers (a) to expand their repertoire of teaching styles, (b) to recognize students' learning styles, (c) to develop problem-solving techniques for their classes, (d) to work cooperatively with other teachers, and (e) to enhance their professional growth. Based on observations, discussions, interviews, and self-reports, the researcher concluded that teachers (a) utilized different teaching strategies in their classes to address more students' learning styles, (b) provided more opportunities for students to work cooperatively in class, (c) shared ideas with other teachers, (d) planned their lessons with other teachers, (e) incorporated students' suggestions into lessons, (f) utilized a larger variety of teaching aids and materials, and (g) praised their students more often. Their students (a) displayed less inappropriate behavior in class, (b) worked cooperatively with their classmates, (c) offered teachers suggestions to make classes more interesting, and (d) complained less often of boredom. Evidence of positive gains suggests that staff development is feasible in low-income school districts when staff are encouraged to seek support and ideas from students, parents, teachers, and administrators about issues considered important in their setting. Collaborative planning fosters a climate that encourages a variety of school improvement efforts to flourish over time.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-7778 |
| Date | 01 January 1990 |
| Creators | Taylor, Roy R |
| 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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