Professional Development for Authentic Pedagogy in the Social Studies: An Evaluation
1999-10
Title
Professional Development for Authentic Pedagogy in the Social Studies: An Evaluation
Authors
Published Date
1999-10
Publisher
Center for Applied Research and Educational Improvement
Type
Report
Abstract
Throughout the state of Minnesota, teachers have been attending brief staff
development workshops to familiarize themselves with the Minnesota Profile of
Learning and to help them use model performance packages in their classrooms. The
movement toward more authentic standards-based performance assessment,
however, requires a significant shift in thinking about teaching and learning--changes
in assessment require corresponding changes in instruction. With funding from the
Department of Children, Families and Learning, the Authentic Pedagogy in the
Social Studies (APSS) project provided secondary social studies teachers with
sustained professional development to assist them in their implementation of the
graduation standards throughout the 1998-99 academic year. This evaluation looks at the program's impact on instruction, assessment, and student learning.
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A Collaborative Project:
LaCrescent-Hokah Public Schools
Minneapolis Public Schools
West Saint Paul-Mendota Heights-Eagan Public Schools
The Center for Applied Research in Educational Improvement
The College of Education and Human Development, University
of Minnesota
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