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Designing classrooms that work : conception and pilot study

Author: Cathleen Stasz; Educational Resources Information Center (U.S.)
Publisher: [Santa Monica, CA] : RAND ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1997]
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Summary:
During the 1990s, school programs that more explicitly link school and work have been expanded. In order to realize the curricular and pedagogical reforms that underlie these programs, teachers need appropriate staff development. In 1996, rand staff designed and pilot-tested a 6-week "mini-sabbatical," a prototype course to help teachers in a variety of settings learn how to make the kinds of curricular and  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Cathleen Stasz; Educational Resources Information Center (U.S.)
OCLC Number: 39311391
Notes: Shipping list no.: 98-0642-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1998]. 1 microfiche.
Description: 1 volume
Responsibility: Cathleen Stasz.

Abstract:

During the 1990s, school programs that more explicitly link school and work have been expanded. In order to realize the curricular and pedagogical reforms that underlie these programs, teachers need appropriate staff development. In 1996, rand staff designed and pilot-tested a 6-week "mini-sabbatical," a prototype course to help teachers in a variety of settings learn how to make the kinds of curricular and pedagogical changes implied by school-to-career reforms. This paper describes the conceptual framework for the design of the mini-sabbatical and findings from assessment of the pilot project. The sabbatical's instructional activities are based on the concepts of adult learning and constructivist learning. The pilot experience showed that: (1) teachers need more assistance in developing assessments; (2) teachers had difficulty relinquishing control over learning; (3) teacher collaboration is an important catalyst for learning; (4) the reflective practitioner needs support through group collaboration; (5) industry experience is not sufficient for developing work-related curricula; and (6) teaching is not always planned. Four tables are included. (Contains 21 references). (Lmi).

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