An Experimental In-Service Teacher Education Program for Distressed Elementary Schools / Joanne R. Whitmore and Others.

This report describes an in-service teacher education program that was implemented in a school serving students of low socioeconomic status. The program was designed to increase student achievement by increasing teacher recognition and reinforcement of student behavior. In a 5-day workshop held before the start of the school year, the researchers presented concepts of motivation; effective, nonpunitive techniques for controlling undesirable student behavior; the theory of positive reinforcement; means of preventing experiences of failure; and group and individual problem-solving skills. During the school year, the program included weekly and biweekly miniworkshops and a support system providing materials and technical assistance to participant teachers. Improving communication, gathering and transmitting information, and problem solving were the foci of the miniworkshops. Both the researchers and the participants evaluated the program at the end of the school year. Although many desirable behavior changes were observed, the goals of improving the student achievement and changing teacher and pupil attitudes and behaviors were not met. Factors that reduced the effectiveness of the program included the expectation of failure on the part of the principal and some teachers, low personal and professional self-concepts among many teachers, and a pervasive sense of pressure and futility. (Author/HMD)

Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.