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Special Treatment or Responsive Instruction? Teaching Teachers in Master's-Level Coursework.

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Title: Special Treatment or Responsive Instruction? Teaching Teachers in Master's-Level Coursework.
Authors: Duffield, Stacy1 Stacy.Duffield@ndsu.edu, Hodge, Angela1 Angela.Hodge@ndsu.edu
Source: International Journal for the Scholarship of Teaching & Learning. 2009, Vol. 3 Issue 2, p1-15. 15p. 1 Illustration, 1 Diagram, 1 Chart.
Subject Terms: *Teacher training, *History teachers, *School administration, *Education awards, *History education, United States education system
Geographic Terms: United States
Abstract: In 2004, an upper Midwestern school district received a grant to administer content-specific professional development to teachers of American history. A series of nine master's level, degree-eligible courses were developed and administered by the local university's history department. At the conclusion of the grant activities in spring of 2008, the teacher-participants were invited to be interviewed. The purpose of the interviews was to determine teacher motivation for taking the courses and each teacher's overall impression of the effectiveness of the professors and course content. Additional data were gathered including demographic data such as years of experience and level of education for each of the history teachers and interviews with the history professors. One unique theme that emerged from the data was the expectation of specialized treatment. [ABSTRACT FROM AUTHOR]
Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Special Treatment or Responsive Instruction? Teaching Teachers in Master's-Level Coursework.
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  Data: <searchLink fieldCode="AR" term="%22Duffield%2C+Stacy%22">Duffield, Stacy</searchLink><relatesTo>1</relatesTo><i> Stacy.Duffield@ndsu.edu</i><br /><searchLink fieldCode="AR" term="%22Hodge%2C+Angela%22">Hodge, Angela</searchLink><relatesTo>1</relatesTo><i> Angela.Hodge@ndsu.edu</i>
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22History+teachers%22">History teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+awards%22">Education awards</searchLink><br />*<searchLink fieldCode="DE" term="%22History+education%22">History education</searchLink><br /><searchLink fieldCode="DE" term="%22United+States+education+system%22">United States education system</searchLink>
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  Data: In 2004, an upper Midwestern school district received a grant to administer content-specific professional development to teachers of American history. A series of nine master's level, degree-eligible courses were developed and administered by the local university's history department. At the conclusion of the grant activities in spring of 2008, the teacher-participants were invited to be interviewed. The purpose of the interviews was to determine teacher motivation for taking the courses and each teacher's overall impression of the effectiveness of the professors and course content. Additional data were gathered including demographic data such as years of experience and level of education for each of the history teachers and interviews with the history professors. One unique theme that emerged from the data was the expectation of specialized treatment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.20429/ijsotl.2009.030223
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        Text: English
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      – SubjectFull: Teacher training
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      – SubjectFull: School administration
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              Text: 2009
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