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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description	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)
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subjects	Beginning Teacher Induction Beginning Teachers Elementary Secondary Education Formative Evaluation Program Implementation Reflective Teaching
title	CFASST Implementation and Reflective Practice: The Interplay of Structures and Perceptions
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