CFASST Implementation and Reflective Practice: The Interplay of Structures and Perceptions

CFASST Implementation and Reflective Practice: The Interplay of Structures and Perceptions

Examines implementation of the California Formative Assessment and Support System for Teachers (CFASST) within local California Beginning Teacher Support and Assessment (BTSA) programs using data from six case studies and highlighting how local BTSA program directors thought about and acted to imple...

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Veröffentlicht in:Issues in teacher education 2001, Vol.10 (2), p.23
Hauptverfasser: Storms, Barbara A, Lee, Ginny
Format: Artikel
Sprache:eng
Schlagworte:
Beginning Teacher Induction
Beginning Teachers
Elementary Secondary Education
Formative Evaluation
Program Implementation
Reflective Teaching
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Beschreibung
Zusammenfassung:Examines implementation of the California Formative Assessment and Support System for Teachers (CFASST) within local California Beginning Teacher Support and Assessment (BTSA) programs using data from six case studies and highlighting how local BTSA program directors thought about and acted to implement CFASST. The study illustrated the essential but insufficient role design structures contributed to program implementation. (SM)
ISSN:1536-3031