The integrated curriculum project: Teacher change and student outcomes within a university-school professional development collaboration

This observational study examined changes in teachers' instruction and student outcomes in response to a 3‐year‐long professional development collaboration between university researchers and a middle‐school language arts team. Professional development supported teachers in implementing multimed...

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Bibliographic Details
Published in:Psychology in the schools 2012-05, Vol.49 (5), p.444-464
Main Authors: Thomas, Cathy Newman, Hassaram, Bindiya, Rieth, Herbert J., Raghavan, Nithya Soundara, Kinzer, Charles K., Mulloy, Austin M.
Format: Article
Language:English
Subjects:
Arts
College School Cooperation
Constructivism (Learning)
Critical Thinking
Curriculum
Educational Change
Educational Technology
Faculty Development
Group Discussion
Integrated Curriculum
Language Arts
Middle School Teachers
Multimedia
Outcomes of Education
Partnerships in Education
Professional development
Questioning Techniques
Student Centered Curriculum
Teacher Behavior
Teaching Methods
Technology
Technology Integration
Thinking Skills
Video Technology
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Summary:This observational study examined changes in teachers' instruction and student outcomes in response to a 3‐year‐long professional development collaboration between university researchers and a middle‐school language arts team. Professional development supported teachers in implementing multimedia anchored instruction, a video‐based instructional method shown to be effective for diverse learners. The Integrated Curriculum Project (ICP‐3) used multimedia anchored instruction to promote constructivist reform and infuse technology into an integrated social studies and language arts curriculum to improve literacy and critical thinking skills for at‐risk adolescents, including students with disabilities and those from culturally and linguistically diverse backgrounds. Findings revealed that teachers moved toward a more learner‐centered instructional approach and that both teachers and students made significant changes in classroom behaviors, including the quantity and quality of questions and time spent in small‐group discussion. Implications for research and practice regarding sustained, collaborative professional development in technology integration, in this case, using multimedia anchored instruction, are presented. © 2012 Wiley Periodicals, Inc.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.21612