Karen Kortecamp

Evaluating Professional Development of American History Teachers

Abstract The first Teaching American History (TAH) grants were made available to K-12 schools from the Department of Education in 2002. They provide money to school systems for three-year projects to form partnerships with area organizations with the goal of increasing the American history knowledge of teachers and students. This study focuses on the evaluation plan, project implementation, and results from one such TAH grant. The teacher participants were from targeted elementary and secondary schools. Where possible, teams of teachers (history and English for Speakers of Other Languages (ESOL) or Special Education (SPED) participated. A formative and summative evaluation was designed to ensure the efficacy of the project design and to guarantee its outcomes. This is a report on year one of the evaluation, focusing on the design, its impact on the conduct of the grant, and the prospects for success in meeting the goals of the grant.

Developing an Ethical Orientation toward Supervisory Practice through Collaborative Case Writing.

Abstract This work is a collaborative study of a case-based practical inquiry. Teacher education faculty, led by a group facilitator, engaged in writing cases about supervisory dilemmas they experienced for the purposes of reflection, clinical analysis, and ethical thinking. Researchers reflected on their experiences in developing the cases and examined through analysis of the practical inquiry data what was valued to be just and right in the important work of the university supervisor. The reflections on experiences and analyses of the issues involved stimulated ethical thinking and gave researchers a deeper understanding of the ethical constructs related to their supervisory practices.