THE DEMONSTRATION CLASSROOM IN-SERVICE - CHANGES IN THE CLASSROOM

The purpose of this study was to assess the implementation of a proble m-solving model among teachers involved in an alternative in-service f ormat. Thirteen teachers participated in a year-long in-service progra m that included: a preprogram on the instructional methodology; implem entation of the instructional methodology; follow-up meetings that add ressed participants' questions; and visits to a classroom demonstratin g the instructional methodology. Twelve participants attended the demo nstration classroom, and seven participants enacted problem-solving le ssons prior to and following their observation of the demonstration te acher implementing the problem-solving model in the classroom. Depende nt t tests were used to analyze the eight categories contained in a sc ale developed to assess implementation of the problem-solving model. R esults indicate that participating teachers significantly changed in t he time students spent in cooperative groups, having students working cooperatively, students actively participating in problem solving, and students generating their own problems and plans. The role the teache r took in the class also significantly changed. Seeing another teacher use the in-service methodology may have assisted in-service participa nts in their implementation of the problem-solving model. (C) 1998 Joh n Wiley & Sons, Inc.