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PERC 2016 Abstract Detail Page

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Abstract Title: Longitudinal study of RTOP scores in a cohort of teachers in high need schools
Abstract: As a part of the evaluation of the project Inquiry Model for Professional Action and Content-rich Teaching III (IMPACT III), the Reformed Teaching Observation Protocol (RTOP) (Piburn, et. al., 2000) was used to observe the classrooms of participating teachers. These observations were used to characterize the classrooms. There were a total of five different observing periods with a minimum of twenty-one RTOP observations per period. The RTOP scores were collated, analyzed and discussed with the project staff. This poster will look both at snapshots of the observations periods and specifically at the teachers with five RTOP scores. There was a significant difference from the initial observation period RTOP scores and the fifth observation period RTOP scores. There is evidence for the effectiveness of IMPACT III in reforming teacher practice and improving teacher pedagogical knowledge.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Kathleen Falconer
Buffalo State College
and Co-Presenter(s)
Gordon Aubrecht
The Ohio State