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Temple University Center for Research
in Human Development and Education |
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MAR*TEC's
Research Projects
MAR*TEC has begun several pilot groups in New Jersey and
Pennsylvania to investigate RC's capacity to complement
professional development programs and preservice programs to
train highly qualified teachers:
preservice/student teacher training. Students at
Temple University will be implementing RC in their student
teaching course in Fall 2003. Small online study groups will
be formed and, along with face-to-face sessions, the
students will reflect, receive, and give feedback on their
new classroom experiences. These study groups will serve as
a support network for the entire semester.
inservice training. The principal of Cook Wissahickon
Elementary School will use RC as part of her professional
development plan. The school district is introducing a core
curriculum approach to teaching across all content areas.
Teachers at Cook Wissahickon, assisted by the reading
specialist, will use the tool to monitor their student
achievement progress.
graduate courses. The Mid-Atlantic Coalition of
Essential Schools and Rosemont College are offering courses
that utilize RC as a communications instrument for improving
student achievement. The Coalition believes that looking
closely and collaboratively at student work products will
ultimately lead to better strategies for planning and
assessing school improvement. Likewise, reflecting on
administrative documents will give principals an opportunity
to share exemplary practices.
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Conclusion
The requirements of high-quality professional development in
NCLB are more rigorous than ever before. RC facilitates the
process of improving teachers' practices by enabling them to
share their experiences and knowledge with colleagues. It
offers the promise of overcoming teacher isolation by
providing a vehicle that allows teachers to collaborate and
grow professionally. Teachers can create small virtual
learning communities beyond the boundaries of their
classrooms to engage in reflective discussion and benefit
from peer feedback.
References
Corcoran, T. B. (1995, June). Helping teachers teach
well: Transforming professional development. Retrieved
July 2003, from
http://www.ed.gov/pubs/CPRE/t61/
Darling-Hammond, L. (1999, December). Teacher quality and
student achievement: A review of state policy evidence.
Retrieved July 2003, from
http://depts.washington.edu/ctpmail/PDFs/LDH_1999.pdf
Hill, T. L. (2002). No child left behind quality brief:
Teaching quality. Denver, CO: Education Commission of
the States. Retrieved July 2003, from
http://www.ecs.org/clearinghouse/34/63/3463.pdf
Joyce, B., & Showers, B. (1995). Student achievement
through staff development. (2nd Ed.). White Plains, NY:
Longman.
McLaughlin, M. W., & Talbert, J. E. (1993). Contexts that
matter for teaching and learning. Stanford, CA: Stanford
University.
No Child Left Behind Act of 2001, Pub.L. No. 107-110, 115
Stat 1425 (2002). Retrieved August 2003, from
http://www.ed.gov/legislation/ESEA02/107-110.pdf
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