A r c h i v e d  I n f o r m a t i o n

Designing Effective Development: Lessons from the Eisenhower Program - December 1999

Chapter 2

Summary and Conclusions

In this chapter, we have established a baseline understanding of the approaches to instruction reported by teachers in the Longitudinal Study of Teacher Change. By comparing the content covered by teachers in the sample with content included in NAEP items, critical areas have been identified where professional development could contribute to teaching practice.

In addition, we have examined the degree to which teachers in the sample rely on traditional and non-traditional pedagogical methods. Prior research indicates that at least two elements of instruction matter for student learning: content that is aligned with high standards and pedagogy emphasizing active learning. The sampled teachers are working toward both elements of effective instruction, but are not there yet.

[Pedagogy and High Standards]

[Chapter 3 - Teachers' Experiences in Eisenhower-Assisted Professional Development Activities]