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Teacher performance follow-up from large group training : a pilot study

Author: Brent A Askvig; Teresa Coonts; Cathy Haarstad; Educational Resources Information Center (U.S.)
Publisher: [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1999]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
Teacher inservice training is critical to the continual development of effective classroom instruction. Professionals who consistently improve their instruction positively impact student performance. Many inservice training sessions use formats that are not conducive to effective adult learning. Good training uses flexible formats, job-applicable content, individualized learner outcomes, and small group instruction.  Read more...
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Details

Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Brent A Askvig; Teresa Coonts; Cathy Haarstad; Educational Resources Information Center (U.S.)
OCLC Number: 46621782
Notes: Shipping list no.: 2001-0168-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [2000]. 1 microfiche.
Description: 1 volume
Responsibility: Brent A. Askvig, Teresa Coonts, and Cathy Haarstad.

Abstract:

Teacher inservice training is critical to the continual development of effective classroom instruction. Professionals who consistently improve their instruction positively impact student performance. Many inservice training sessions use formats that are not conducive to effective adult learning. Good training uses flexible formats, job-applicable content, individualized learner outcomes, and small group instruction. However, most workshops are run in large groups and allow little flexibility in format or learner outcomes. An exception to that may be the insite training model (ski*hi Institute, 1989). This pilot study examined the impact of the insite training model on the knowledge and skill development, actual job performance, and satisfaction of two preschool teachers of children with multiple disabilities and deafblindness. The questionnaire data, videotape reviews, and interview results suggest that the insite model may bring about some positive changes in teacher performance. Three appendixes present insite self-evaluation forms, a videotape review sheet, and interview questions. (Author/SM).

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