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After transcribing participant data from written responses and focus groups, data was read and coded using the SCWI goals of curriculum writing, teacher efficacy, and connectedness as external codes (Graue & Walsh, 1998).
Curriculum Units: To get closer to student learning opportunities, a next step analyzed curriculum units written by participants during the MAT program (teacher preparation) and at SCWI (induction) to identify if differences existed in curriculum quality.
Phase II compared SCWI participants and non-participants from 2005-2009 on preparation and practice around curriculum development.
Phase I examined whether or not SCWI met the developmental needs of beginning teachers in the areas of curriculum writing, connectedness, teacher efficacy, and teacher retention, needs originally identified by MAT graduates and by the literature base on teacher induction.
SCWI sets aside five days during the summer to focus on the primary objective of creating a unit of study.
Broadening the participant pool by allowing colleagues as well as MAT graduates past the induction years to attend SCWI strategically expanded the community of practice while maintaining the essence of the cohort structure.
Teacher Efficacy: Participants described the impact SCWI had on their ability and feelings of effectiveness as a teacher, using Milner & Woolfolk Hoys' (2003) definition of teacher efficacy--a teacher's belief or thinking about his or her own competence.
While SCWI participants use the same process for writing curriculum (UbD), the content and grade level vary by participant, providing opportunities for deepening subject-matter knowledge.
While participants considered curriculum writing a valuable pursuit, comparisons of participants' UbD units written during the MAT program (teacher preparation) and later during SCWI (induction) found significant differences in curriculum quality.
SCWI allows participants to build upon their initial knowledge of curriculum development, increasing experience and expertise.
SCWI data from 2005-2009 show that of the 76 participants, only four were no longer teaching in the classroom by spring 2010, resulting in a 94% retention rate.
That said, MAT attrition rates during years one and two have a statistical bearing on the pool of potential SCWI participants by artificially inflating retention rates, since most choosing not to return to the classroom would also not view themselves as candidates for SCWI.
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- Scwerezeresches Institut für Nuklearforschung