Reaching teachers: The first step in teaching students
A 1984 American Association of the Academy of Sciences study of more than 150 successful science in-service programs developed a list of their characteristics, which included: Strong academic component in mathematics, science, and communications, focused on enrichment rather than remediation; academic subjects taught by teachers who are highly competent in the subject matter and believe that students can learn the materials; heavy emphasis on the applications of science and mathematics and careers in these fields; integrative approach to teaching that incorporates all subject areas, hands-on opportunities, and computers; multiyear involvement with students; recruitment of participants from all relevant target populations; opportunities for in-school and out-of-school learning experiences; parental involvement and development of base of community support; specific attention to removing educational inequalities related to race and gender; involvement of professionals and staff who look like the target population; development of peer support systems (involvement of a critical mass of any kind of student); evaluation, long-term follow-up, and careful data collection; and, ``mainstreaming`` -- integration of program elements supportive of women and minorities into the institutional support programs. I shall illustrate these points with ongoing teacher-support programs in progress in the Chicago area.
- Research Organization:
- Argonne National Lab., IL (United States)
- Sponsoring Organization:
- USDOE, Washington, DC (United States)
- DOE Contract Number:
- W-31109-ENG-38
- OSTI ID:
- 10121993
- Report Number(s):
- ANL/CP-75255; CONF-920260-1; ON: DE92006624
- Resource Relation:
- Conference: American Association for the Advancement of Science (AAAS) annual meeting,Chicago, IL (United States),7-11 Feb 1992; Other Information: PBD: [1991]
- Country of Publication:
- United States
- Language:
- English
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