Summary Of Findings About The Qar Strategy

By Author: Stephen Covey
Total Articles: 74
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Studies on professional development for teachers are relatively rare. Anders, Hoffman, and Duffy (2000) contended that less than 1% of research studies since 1965 have addressed professional development for teachers. In today's climate of professional accountability and scripted lessons, professional development that is based on empirical data is vital to the increase of Rolex Watches professional expertise for teachers. Although additional research with an observation component is needed, the findings of this exploratory study indicate that teachers' increased understanding of the QAR strategy, as demonstrated through reflective comments and lesson plans, illustrated metacognitive understandings over the yearlong professional development sequence.

Although teachers' reflective comments were limited to demonstrations of declarative understandings, contextual benefit understandings, and a few procedural generalizations, the reflective comments framework as applied in this study limited participants' responses to statements of fact and did not give them enough flexibility to describe ...
... how they used a particular strategy.

The lesson plans were also heavily laden with demonstrations of declarative understandings and contextual benefit understandings. The lesson plans gave participants some flexibility in demonstrating their understandings of the strategy, but lesson plans are not sufficient to inform researchers about what actually occurred in the classroom.

This study examined how teachers participating in a professional development initiative aimed at improving metacognitive teaching through the use of the QAR strategy improved their use of metacognitive processes with content area materials. The analysis implies that teachers demonstrate their metacognitive understanding of a strategy differently depending on the context. Although we Fake Watches cannot be sure that the lessons were taught as described, we believe that effective teaching depends on the instructional decisions that teachers make and that teachers' expertise plays a critically important role in these decisions.