Middle School Teachers’ Perceptions of the Benefits and Barriers of Common Planning

Heather R. Haverback, Molly Mee
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引用次数: 7

Abstract

This quantitative study investigated what one group of middle school teachers (N = 50) perceived to be the benefits and barriers of Common Planning Time (CPT). The teachers surveyed were from one suburban public middle school in a Mid-Atlantic state. Results reported in the present study derived from 26 items included in the Benefits and Barriers of Common Planning Time section of The National Middle Grades Research Project Common Planning Time Teacher Survey. These items focused on how teachers perceived CPT at their school, what they found that did and did not work during CPT, and their professional development needs with regard to CPT. Results indicated the three primary benefits of CPT for teachers were: (1) open lines of communication with their team leaders; (2) their ability to work with others; and (3) their high expectations for student achievement. The most commonly reported barrier to CPT was that teachers believed they did not have enough time to achieve their goals. This study reports on these findings and discusses implications of implementation of CPT for researchers and practitioners.
中学教师对共同计划的利益与障碍的认知
本定量研究调查了一组中学教师(N = 50)对共同计划时间(CPT)的好处和障碍的看法。接受调查的教师来自大西洋中部州的一所郊区公立中学。本研究报告的结果来源于国家初中研究项目《共同规划时间教师调查》中“共同规划时间的利弊”部分的26个项目。这些项目主要关注教师在学校中如何看待CPT,他们发现在CPT中哪些有效,哪些无效,以及他们在CPT方面的专业发展需求。结果表明,CPT对教师的三个主要好处是:(1)开放与团队领导的沟通渠道;(二)与他人合作的能力;(3)他们对学生成绩的高期望。CPT最常见的障碍是教师认为他们没有足够的时间来实现目标。本研究报告了这些发现,并讨论了实施CPT对研究人员和从业人员的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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70
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12 weeks
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