All Whizlabs Practice Tests & Online Courses comes with 100% Unconditional Test Pass Guarantee! Covers all fundamental aspects of Project Management (focuses on 5 processes and 47 knowledge areas) from exam perspective. Demonstrate your skills to your employer, peers & customers that you are proficient in Project management and use industry best practices. Enhance your salary, job opportunities and credibility by adding new credentials in your resume.
If you are eligible both in terms of qualification and experience, you can immediately applyfor the exam. PMI certifications are not based on one specific methodology hence they are flexible and adaptable. Easily utilize the knowledge between various industries, market segments and geographic locations. Recent research indicates that the single most important factor in student performance is teacher quality.
Though the literature on professional development programs is less advanced, researchers agree that most forms of professional development fail to foster teacher quality along these five key dimensions.
For 30 years, the Yale-New Haven Teachers Institute has been developing a unique model for improving teacher quality. Other research suggests that Institutes also serve to foster teacher leadership, to develop supportive teacher networks, to heighten university faculty commitments to improving public education, and to foster positive partnerships between school districts and institutions of higher education. In recent years, educational researchers have converged on the conclusion that the best way to help students learn is to improve teacher quality.
Though researchers differ on some important issues, virtually all experts agree on the value of five features.
The chief caveats here are first, that due both to costs and program structures, relatively few professional development program evaluations have included randomized controlled trials or rigorous quasi-experimental designs with well-matched participant and non-participant groups.20 Few existing programs, then, can claim to have been validated through those forms of empirical research. Since 1978, the Yale-New Haven Teachers Institute has been developing a unique approach to improving teacher quality, one now employed by affiliated Teachers Institutes in three other cities: Pittsburgh, Houston, and Philadelphia. At the heart of the Teachers Institute approach is a special sort of partnership between institutions of higher education and public schools. In these seminars teachers gain more sophisticated content knowledge, and they also enhance their writing and oral skills by preparing substantial curriculum units that they discuss with their fellow teachers in the seminars, then teach to their students. The Institute approach thus involves a stress on improving teachers' content knowledge and on the development of pedagogical strategies tied to the content of their units.
The Institutes are especially well-suited to insure that teachers do not learn advanced content in isolation from attention to how it can be conveyed effectively, and that they do not passively receive content from curriculum prepared by others.
Since the founding of the Yale-New Haven Teachers Institute in 1978, its leaders have consistently supported external and internal evaluations to discern and improve the efficacy of the Institute's work. But random assignment of teachers to treatment groups is not appropriate for evaluating the Teachers Institute approach. The second-best research option for determining causality is generally considered to be quasi-experimental designs, in which subjects are not randomly assigned to treatment and control groups.
The external evaluator of the National Demonstration Project, Policy Studies Associates, also found "clear evidence of important accomplishments" and concluded that the Project had "succeeded in reaching its goal" of showing that the Institute model could be replicated in different contexts, especially districts that respect "teachers as leaders" and value "teachers' professional learning."31 Using qualitative techniques including seminar and classroom observations, in-depth interviews, and focus groups, sociologists at the University of Houston and educators at Carnegie Mellon University and Chatham College, Pittsburgh conducted their own evaluations of their Teachers Institutes during the National Demonstration Project, with similarly positive results. The Houston and Pittsburgh Teachers Institutes continued in conformity with the Institute model along with the original Yale-New Haven Institute, each engaging in annual surveys of teacher participants and in other forms of continuing evaluation. The administration by each Institute of similarly structured annual surveys of teacher seminar participants, which all must complete in order to receive their stipends, makes it possible to update the survey findings of the 2004 National Demonstration Project evaluation, determining whether teachers at the various Institutes continue to rate their seminar experiences favorably. First, the Fellows' surveys from over 1200 Fellows at all four existing sites from 2003-2008 show that teachers chose to participate in Institute seminars out of desires to improve themselves in precisely the areas that research indicates to be vital to teacher quality. Pittsburgh teachers placed slightly greater relative stress on improving their mastery of their subject matter than teachers at the other three sites, while Philadelphia teachers cited this motive somewhat less often than teachers in the other cities.
These responses from the local Institutes in New Haven and Philadelphia and from the National Initiative seminars may indicate the comparative appeal for teachers of working with faculty in Ivy League institutions. There were also interesting variations in the responses among categories of teachers, though none were consistent across all four local sites and the National Initiative seminars, and they cannot be considered statistically significant.33 At three of the four sites middle-school teachers were somewhat more likely than high-school or elementary-school teachers to stress the goal of motivating their students (rather than high-school teachers, as in the National Demonstration Project). After completing their seminars, teachers at all four local sites overwhelmingly reported that they had benefited along dimensions that the professional literature indicates to be vital to teacher quality. As in the National Demonstration Project, the surveys show other variations by categories of teachers, though again these patterns are not statistically significant. The National Demonstration Project included a one-time survey on unit use; and in New Haven, the annual survey of teachers provides an opportunity for open-ended comments on teachers' previous use of Institute curriculum. The results of the National Demonstration Project survey showed that, except for those who are unable to do so due to shifts in assignments or health reasons, virtually all Fellows at each site went on to teach the units they prepared, in whole or in part; and many also reported use of other Teachers Institute units. The Fellows in the National Demonstration Project expressed very strong satisfaction with the units. Overall, an impressive 65% of all Fellows rated the units written by themselves or other Institute Fellows as superior to all other types of curriculum they had used, with almost 34% rating them the same. It should be noted that during the National Demonstration Project, no Institute made a concerted effort to persuade teachers to use Institute-prepared units instead of other curriculum. Because the DeWitt Wallace-Reader's Digest Fund, sponsor of the National Demonstration Project, wished evaluators to focus on the Project's impact on teachers, it did not authorize funds for the complex task of directly evaluating the impact on students of having had teachers who had been Fellows. In commenting on their experiences teaching units in the classroom during the five-year (2000-2005) period of the New Haven quantitative study discussed in the next section, teachers spoke often of how student attention, enjoyment, comprehension and retention improved whenever they used Institute units, both ones they had personally written or ones written by other Fellows.37 Many also reported that their units were written to be interdisciplinary and served as bases for successful team-teaching, sometimes in pairs, sometimes in larger groups. As in the earlier National Demonstration Project, the populations of Fellows participating at the four current sites from 2003-2008 display some demographic differences.
Experiences at the four sites during the three years of the Demonstration Project, in New Haven for three decades, and in Pittsburgh, Houston, and Philadelphia since a Demonstration Project, all indicate that the Institute approach generates significant corollary benefits that are not easily grasped through survey responses and not always visible in a relatively short time period.
The development of university-public school institutional partnerships in ways that promote respect and strengthen education in both settings. To augment those findings, the Yale National Initiative sponsored a retrospective quantitative study of the impact of the Teachers Institute on New Haven teachers and students from the 2000-2001 academic year to the 2004-2005 academic year. Not all of the data sought proved available, particularly in regard to teacher and student outcomes. In regard to the demographics of teachers who participate in Institute seminars, the chief hypothesis was that they would be broadly representative of all New Haven teachers, not drawn primarily from particular demographic subsets, with the partial exception of elementary-school teachers.45 In regard to teacher outcomes for which data were available, the chief hypothesis was that participation in Teachers Institute seminars would correlate with heightened teacher retention, as the seminars would increase teacher enthusiasm and satisfaction with their teaching.
In regard to student outcomes for which data were available, the central hypothesis was that student exposure to teachers who had been Institute Fellows would be positively but weakly associated with standardized test scores and grades.
A multilevel model was used to account for variation explained at the school, teacher, and student levels. During the study period, African American teachers were 83% more likely than white teachers to be Fellows when holding years of teaching experience, sex, subject, grade level, and degrees constant.
In regard to students, no statistically significant relationships were found between having a teacher who had been a Fellow and student performances on standardized tests and in course grades.
The continuing positive results of annual surveys of teachers at each Institute site and of National Seminar participants leave little doubt that teachers consistently rate their Institute experiences and the curriculum units that result favorably along the five dimensions agreed to be key ingredients of teacher quality: teacher knowledge, teacher skills, teacher enthusiasm, teacher expectations of their students and teacher capacity to motivate students. At the same time, these results underscore the importance of continuing and improved program evaluation. To summarize the main options: Insofar as possible, each site should seek to institutionalize annual data collection on the use of curriculum units and on their results for students. Institutes should also continue to collect and analyze descriptive data on teachers and on teacher outcomes. If circumstances permit, Institutes might also seek to obtain and analyze more systematic data that can help answer the question of whether collective participation by teachers from the same school, grade, or department has benefits exceeding those obtained when individual teachers are mixed without any such clustering. Both individual Institutes and the National Initiative should also seek to identify and employ researchable forms of randomization that are consistent with the Institute approach.
There are, then, many routes for continuing and improved evaluation that merit consideration, and there are strong reasons for undertaking such steps. Ferguson, "Teachers' Perceptions and Expectations and the Black-White Test Score Gap," 273-317; Ferguson, R. Gates Foundation Staff, "High-Performing School Districts: Challenge, Support, Alignment, and Choice," 18. Pittsburgh public schools have experienced severe and continuing declines in student enrollments in the decade since the Pittsburgh Teachers Institute was established.
Suggesting the value of collective participation, one Philadelphia teacher stated that initially she was the only teacher from her school enrolled in the program and that "I'm so happy now there are four. To use a political science analogy, it would be similar to trying to evaluate the comparative success of "winner take all" and "proportional representation" presidential primary systems by randomly assigning winning candidates to the two different parties. Yoon et al., "Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement," 5. All percentages reported here are percentages of the Fellows who actually responded to particular questions.
Because the numbers of teachers in particular categories were sometimes low, and because some teachers were Fellows multiple times, standard tests for statistical significance are not appropriate. In the National Demonstration Project, more experienced teachers, presumably more familiar with alternative forms of professional development, rated the overall program especially highly. Overall statistics are drawn from the National Demonstration Project Survey of Fellows' Unit Use, Table 111. The standardized tests employed in the study are the Connecticut Mastery Test (CMT), which was administered in the study period in grades 4, 6, and 8, and the Connecticut Academic Performance Test (CAPT), which was administered in grade 10. Elementary teachers, who were not initially eligible for New Haven seminars, came to be more proportionately represented over the years. Based on stylistic comparisons such as striations inside body contours and the presentation of horns in twisted perspective, several Paleolithic art experts, including the first curator of the Chauvet Cave, Jean Clottes, have accredited the Portuguese friezes to the early Solutrean of about 20,000 years ago3.
In Portugal, the government did the opposite a€“ plunging ahead with a project destined to destroy the nationa€™s oldest cultural heritage by completing a 300-million-dollar dam whose reservoir will flood a valley packed with dozens of art sites spread over at least 17 kilometers.
Yet construction continues - even on holidays - and the water is about to rise another hundred meters. A male ibex with his head shown in two positions, as if he were turning to watch the female behind him. As we drove up to a sentry box perched on the lip of a road into the vast, unnatural gashing of mountains at Foz CA?a, it was hard to tell if the young guard blocking us in a crisp red and gray uniform represented a well-heeled security service or an elite military unit - but it was plain that bluff and sweet talk wouldn't get us far. The next time the car eased over the knuckles of a road crisscrossed by up-ended strata, past empty huts built just of stacked slabs, and jostled between overhanging and plunging cliffs until an avalanche of tailings from an old quarry almost blocked the path. Here was one of the places of grandeur where our ancestors had first grasped visions and then concretized them by hewing - and sometimes painting - images into rock panels. As I pushed forward and the river grew shallower, turtles became so numerous that their stacks toppled like circus acts from the brinks of submerged cliffs.
As a draftsman, I could feel empathy for the beast flowing into the hands that had etched her. This first frieze stood at a fitting point, practically where the reservoir yielded to the original rapids and long pools of the virgin river.
Far away across the moonscape of rutted ramps, knots of men stood before tunnels as fleets of dump trucks, made so tiny by distance that they only gave away their magnitude by over-sized wheels, eased to the brink of platforms, and added avalanches to tailings.
Above us, the titanium-white cleanliness of the cement plant's towers stood in bold contrast to the devastation, like a phalanx of gigantic chess-rooks bunched for the kill. According to press articles, the dam-builders had recognized him as the true discoverer of Portugal's first reported Paleolithic engravings, at nearby Mazouco, even though the doctoral student's mentor, Professor Vitor Oliviera Jorge, had stolen his thunder.7 They had given Rebanda a job as their obligatory salvage archaeologist when the new doctor somehow couldn't get a position on a faculty. In return, all he'd had to do was wait till their concrete curtain had gone up and its reservoir had risen into a sea so voluminous and costly that its drainage would have been unthinkable.
My goateed interlocutor smirked as he told me I could try looking for the doctor at the complex built for the previous dam, 15A kilometers downstream.
But I'd hit pay dirt: the fact that I might hear Rebanda's mea culpa was more than Ia€™d hoped for. Sebastian elected to wait outside and embarked on Jules Verne's Journey to the Center of the Earth as I knocked at the locked door. Still, I complimented her on her English, sympathized with them for having to put up with this hierarchical bother, and kept spinning innocuous questions, while she kept waiting for me to go. When Rebanda's secretary came out again, to see if she could get either me a€“ or her boss - to give up as the wait grew embarrassingly long, I asked her what the round silos with tipped roofs on the hills had been used for. But the next time, after they had gotten used to my rounds, I stepped inside and admired a sequence of two eight-foot-tall maps full of pins. Something was wrong: in addition to the constellations of pins extending for 17 kilometers upstream from the construction site, there were dozens downstream, along the reservoir behind the dam just outside!
Finally, so many hours had passed, and she'd informed the doctor so many times that I was still hanging around, that I was forced by the sheer need for new scenery to vary my route, and drifted through empty rooms.
The only thing the reports agreed on was that Rebanda had somehow discovered the flooded portion of Canada do Inferno by the previous autumn22 a€“ asking the EDP to lower the Pocinho reservoir by just 3 meters in November 1994 so he could study the engravings.23 a€?They told me it was too expensive,a€? Rebanda had told the New York Times.
So who had shot these photographs, which looked like they had been taken when the sites were dry vegetated hillsides instead of among the muck and bare banks below a fallen waterline?
I realized that the photos of the dry sites might have been taken before the Pocinho Dam, which had flooded them, had even been completed a€“ over 12 years before! UNESCO had suggested Clottes, who, in an uncanny convergence of good and bad karma, was taken on a whirlwind tour of the tip of the iceberg at Canada do Inferno, then immediately whisked to a press conference in Vila Nova do Foz CA?a on Dec 16th, 199428 a€“ just two days before the discovery of the Chauvet Cave that catapulted him, as its first interpreter and protector, from the summit of the French archaeological establishment to world fame.
But Clottesa€™ judgement was mixed, confirming that the art could be dated on stylistic grounds to the early Solutrean or even late Gravettian of twenty to twenty-four thousand years ago while suggesting that flooding the valley might be the best way of protecting it, since Portugal was ill-equipped to protect such widely dispersed panels from vandals!29 a€?There is no easy solution,a€? he told a reporter.
What the press forgot to emphasize with quite as much fervor was the fact that Clottes had prefaced his Solomonic verdict by saying, a€?Whatever happens, the engravings must be preserved and not be damaged.a€? Clottes might have felt that he could safely pass the buck because no art conservationist could honestly guarantee the engravingsa€™ fate once they were subjected to currents carrying abrasives, burial under the petrifying alluvia that accumulates behind dams,33 and the worlda€™s most destructive solvent a€“ water, which would dissolve pigments and destabilize rock that had proven its resistance to aerial conditions over tens of millennia. While chatting up the gaunt fellow traveller at the construction site, Ia€™d pretended to make small talk by asking engineering questions, including one about the depth of the sediment that had accumulated behind the Pocinho dam.
The irony of it was that Clottesa€™ efforts to be honest without irritating his hosts had been the spark that the French diplomats had dreaded. Despite the fact that the great prehistoriana€™s reputation would remain largely intact, and with good reason, in much of the rest of the world,34 the Portuguese intelligentsia began to shun him. A€ propos of CA?a, two Portuguese rock art researchers, who couldna€™t stomach Clottes after his press conference, ironically echoed him by telling me, confidentially, that flooding the engravings could still be a blessing since it would save them from graffiti and those boogeymen of archaeologistsa€™ dreams, prowling collectors. My guess is that he was so beleaguered by advisers that he was just trying to get out of an awkward situation as quickly, judiciously and diplomatically as possible. I mentioned to Rebanda that I had just attended the lecture on Chauvet, that I even had a videotape of it right there in my camera. So it's true, I thought, drowning the site was Rebanda's solution to the problem of ownership of photographic rights. But then, what about Rebanda's self-serving talk of photo credits, not to mention the engravings already submerged by the dam at the doorstep a€“ and his belief that the engravings were doomed to be flooded? Strangely enough, I could again see it being both ways, since the roots of tragedy are self-deception and entwined motives.
He must have realized that I was rooting for him to pull himself out of his tailspin, because suddenly he decided. Upon leaving, Sebastian asked to check out the Pocinho dam, so I drove round an interchange into an empty parking lot with planters.
As the sun slanted over the plateau into the wilderness of the CA?a valley, I decided to sneak into a side-valley to the north of our campsite that Rebanda's map had cluttered with pins. Then, after breaching a wall of rushes, we broke to the reservoir's edge - and were met by a horned skull stuck on a stake. Suddenly, I remembered what Rebanda had said about the engravings' association with witchcraft. Being obstinate (or perhaps because of the prehistoric setting), I started whittling stone, knapping a microlithic surgeon's kit, and then bent single-mindedly to my task - failing till I was disgusted with myself and worried for my victim (which I had bizarrely associated with Rebanda). This time there were two guards behind an overhanging military fence crested by barbed wire.
The guard who beckoned us in was rearing a guard-dog puppy, which scampered around, tumbling over ledges and using its chin to lever itself over steps. Our guide was a decent young man who couldn't help feeling uneasy blocking access to these bold masterpieces at the source of all our arts.
Still, these guards were actually tame as the locals poured down to catch a glimpse of the animals through the fence.
After he'd hastened to take up his time-clock again, I wandered if there might not be even more testimonials of man's attraction to this classical Eden with its islets and fords in the flowery river, and browsed through a plowed orchard, along a contour which I judged would have been the valley floor half a million years ago.
We knew the next dawn would be our last, so we broke camp in blue light to explore the teeming side-valley beyond the first auroch. Not Portugal's - OURS - because this art is so old, despite its elegance, that we share the blood and genius of those distant ancestors who awoke to the universe, whether our cavalcade of ancestors migrated around the Old World or came across the Bering Straits 14,000 years ago.
Footnotes have been added to the internet version of the article to provide historical perspective and more detail about sources than the versions that were published & distributed in 1995. 1 The three discoverers of the Chauvet Cave were Eliette Brunel Deschamps, Christian Hillaire, and Jean-Marie Chauvet. 2 The IPPAR announced the existence of the valleya€™s engravings on November 19, 1994 but a video was made of them in 1993. 10 Bahn 1995 for a re-capitulation of the same accusations against the IPPAR & Rebanda.
33 Bednarik & Jaffe have been the most outspoken spokesmen about delusions concerning the protective qualities of reservoirs a€“ which not only inundate art panels with water but deep alluvial deposits that make their later recovery dangerous and impractical. 34 Interestingly, a few years after this appeal was written, Clottes came under fierce attack and even ridicule by many representatives of the French intelligentsia, including some of the countrya€™s most prominent prehistorians, after he and David Lewis-Williams published a€?The Shamans of Prehistory: Trance and magic in the painted cavesa€? in 1996.
As soon as their results indicating that the art might be only 3,000 to 6,500 years old (if not even younger) were announced a€“ which actually made the engravings even more astonishing, potentially rewriting the history of rock art or even making Portugal the last bastion of the Paleolithic tradition a€“ the most important Portuguese right-wing weekly screamed that the direct-dating results proved that stylistic daters like Clottes had perpetrated a a€?FRAUDa€? (O Independente, 7 July 1995). It should also be noted that the individuals who participated in the debate were often somewhat unwittingly drawn into playing secondary or tertiary roles in a struggle between the Portuguese Ministry of Culture and Ministry of Industry. 40 In November 1995 - six months after this call-toa€“arms was published and circulated to Prehistoric Art Emergencya€™s volunteers (who Ia€™m glad to report included a young actor, Yann Montelle, who went on to earn a doctorate in prehistory) - a book edited by Jorge called a€?Dossier CA?aa€? appeared with 20 contributions by him or his wife. 44 After writing this article in May 1995, it occurred to me that I might have missed one of the main reasons for eliminating Rebanda from Portugala€™s archaeological milieu a€“ the fact that he was so effective at finding rock art that drew international attention, first to Mazouco, then to CA?a.
49 When I wrote the article, I assumed that the two young men were Rebandaa€™s subordinates and referred to them as a€?draftsmena€?. 50 After initially denigrating both the art and the idea of extracting it, the EDP later adopted the idea as one of its three strategies for overcoming opposition to the dam project.
That means, after the first 2 sessions, if you think the training is not as per your expectations, you can ask for 100% refund. That will help you to assess you topic-wise preparation level and concrete your preparation on weak areas.
The Institute approach includes all of the seven elements of successful professional development programs, five very extensively; and it significantly strengthens teachers in all five of the major dimensions of teacher quality. Over 96% of all participating teachers rated the Institute seminars overall "moderately" or "greatly" useful. Though causality cannot be imputed, Institute participants also had nearly twice the retention rate of non-participants in local teaching.
To confirm, maintain, and improve these impacts, it is advisable for Institutes to continue surveys of teacher participants and to undertake a variety of additional continuing quantitative and qualitative studies of the effects of Institutes on student and teacher outcomes.
Section I summarizes the conclusions of recent research on the ingredients of teacher quality and effective professional development programs.
2 Scholars also see an "emerging" consensus on the characteristics of professional development programs that can contribute to this goal.3 The mandate of Sec. Second, the research literature suggests that districts may face a choice "between serving larger numbers of teachers with less focused and sustained professional development or providing higher quality activities for fewer teachers," since "good professional development requires substantial resources" in terms of time, expertise, and dollars.21 As the Gates Foundation recently stated, an "effective professional learning community" requires "teachers who work together to improve each other's practice," including "weekly time to work together to meet shared challenges and improve their skills. Each Institute provides professional development designed to help teachers face the challenges of educating effectively in low-income communities with high proportions of racial and ethnic diversity.
The Institutes also provide opportunities for collective participation and all engage in continuing evaluation, though with some variations.
These units of roughly fifteen pages or more are based on research into a topic inspired by the seminar and assisted by the faculty member, but adapted to the teachers' courses and students.
Teachers are active learners in these seminars, receiving feedback from their peers and often trying out the units with their students as they prepare them. Instead, they research and write curriculum themselves, challenged and aided by their peers to insure that it is exciting for students and teachers alike. The distinctive approach of the Institute does pose challenges for rigorous empirical evaluation.
That approach relies heavily on teacher leadership, including not only the decisions of teachers concerning their own participation, but also the decisions of Teacher Representatives on applicants' eligibility for the program and on the seminars to which teachers are assigned. Instead, researchers construct or identify a control group that matches the treatment group as closely as possible on all measurable characteristics. Beginning in 1981, distinguished experts have been invited periodically to conduct site visits to the Yale-New Haven Teachers Institute and to provide evaluations.
In 1981 it began requiring all seminar participants to complete detailed questionnaires on their experience, and in 1981 and 1985 it undertook surveys both of teachers who had and teachers who had not been seminar participants to determine their experiences with using curriculum units. The external evaluator's report included suggestions for improved continuing evaluation that have been incorporated into the ensuing Yale National Initiative.
In brief, the results from each individual Institute, from the National Seminars, and in the aggregate national data all show that teachers throughout the country have consistently evaluated their Institute experiences much as the teachers did in the National Demonstration Project. When asked to choose among 12 reasons for participation in the seminars, the teachers at every site listed the "opportunity to develop materials to motivate my students" as their leading reason. Nonetheless, teachers at all the sites rated their overall experiences at their Institutes very similarly. Elementary-school teachers most stressed the goal of developing curriculum that fit their needs.
In contrast to most professional development programs, the surveys revealed no widely shared criticisms of the seminars. These data strongly support the conclusion that virtually all teachers who complete Institute seminars feel substantially strengthened in their mastery of content knowledge and their professional skills more generally, while they also develop higher standards for what their students can achieve.
At most sites, elementary-school teachers were most likely to say that the seminars had increased their knowledge. Though such comments are not available from the other Institutes and so they do not constitute a systematic national data set, they indicate that in this regard, too, the patterns discerned in the National Demonstration Project appear to persist. About 87% taught their units in from 2 to 5 classes, usually over a full academic year, sometimes half a year. Roughly the same percentages rated the units as more enjoyable or equally enjoyable to teach than other curricula. Teachers using units did, however, provide a great deal of data concerning student responses to those units.
These collaborative teaching efforts often involved teachers who had not been Fellows, expanding the influence of the Institute's work.38 And teachers frequently stated that Institute curriculum units enabled them to meet "state and district standards" with materials that were more exciting for their students and for themselves, in part because these were units "tailor made to suit" the "personalities and interests" of the students to whom they were taught. For many teachers, Institute experiences reinforce their desires to continue working in the nation's most challenging educational environments. In comparison with the other local sites and the National Seminar participants, New Haven Fellows were roughly twice as likely to be under 30.
The study design called for obtaining information on teacher retention, promotion to leadership positions, awards, and attendance, and data on student test scores, grades, awards and recognition, attendance, and promotion to higher grades. The fact that teachers self-selected to apply for seminars means, however, that the analysis can only identify correlations, not support claims for causality.


Because Fellows' curricular units are designed to fulfill general state and district content standards and goals, not to prepare the specific knowledge and skills examined in state standardized achievement tests, no strong impact on test scores was anticipated, even when the math test scores of students of math and science teachers and the reading test scores of students of English and history and social science teachers were examined.
The results at the school level did not produce statistically significant results varying from those found at the teacher and student levels, leaving unsettled the question of whether collective teacher participation by school produces benefits beyond individual teacher participation. This result is statistically significant at the 95% confidence level; but the Yale-New Haven Teachers Institute actively sought to encourage participation by African American teachers during these years.
Because these descriptive differences in teacher retention could be traceable to other teacher characteristics, the researchers ran an inferential statistical test to illuminate the Fellow correlation. Though we have less data on teachers' experiences in using Institute curriculum units, those data are also positive. The annual surveys of Fellows at each site and in National Seminars, with high rates of participation guaranteed by the requirement to complete the surveys to obtain Institute stipends, provide invaluable data on teacher responses that need to be sustained. These data could include annual surveys of former Fellows on their use of the units they have written, on their use of units written by other Fellows, and surveys of non-Fellows on their unit use — though past experience suggests that achieving high response rates will be difficult even with modest financial incentives. It is vital to monitor whether Institutes continue to attract teachers from a broad range of demographics. Because teachers' voluntary choices do sometimes produce collectivities of teachers from the same school or grade in particular seminars, and because the number of Fellows teaching in a school often grows over time, there are opportunities to study the patterns of student and teacher performance associated with these clusters; although the impossibility of constructing randomized controlled tests will still prevent claims for causality. One possibility in large school districts may be to assign schools randomly to be targeted for recruitment into Institute seminars, though the availability of units written by Fellows to all teachers in the district would arguably limit the "controlled" character of such a study. The consistently positive results of the great variety of evaluations conducted at multiple sites over the past three decades suggest that, while further research can surely suggest improvements, the fundamentals of the Teachers Institute approach will continue to be shown to be a distinctive and valuable contribution to both teacher and student learning and achievement throughout the nation. Coleman and Christopher Jencks, that socioeconomic backgrounds strongly affect student achievement (Coleman, J.
This section reports data from the Teacher Surveys on Seminar Experiences conducted in Houston, New Haven, and Pittsburgh from 2003-2008 and Philadelphia in 2006-2008. Teachers with Master's as well as Bachelor's degrees were more likely than those only with Bachelor's degrees to say the seminars raised their expectations of their students, especially in the humanities. Data on relative ratings by teachers in different subject areas are drawn from Tables 311 and 321.
One teacher commented that whereas the previous year, only 4 out of 20 regularly completed all reading and writing assignments, with the Institute unit those numbers were reversed.
One teacher noted that "In my school, we had projects generated by the seminars of the Institute involving several teachers not all of them Fellows. During the period of the study, the tests assessed student learning in Mathematics, Reading, and Writing (grades 4, 6, 8, and 10) and Science (grade 10). During the test period, a number of New Haven elementary schools were made part of K-8 schools. Not only were frescoes of rhinos, horses and lions over 30,000 years old found in a cave in the Ardeche on Dec. Although theya€™re probably right, ita€™s worth noting that these same specialists used similar criteria to ascribe the animals of Chauvet to the same period - until carbon 14 results pushed their age back over 10,000 years, shattering the notion that prehistoric art had evolved linearly, like technologies. In France, the Ministry of Culture placed its new treasure under the most draconian protection, despite the fact that the country already has the lion's share of Paleolithic art.
Standing right in front of some of the most spectacular engravings, the Secretary of State for Culture dismissed them as being nothing more than a€?childrena€™s doodlesa€? a€“ whereupon the students from Foz CA?aa€™s high school turned the official into a laughing-stock by presenting him with a schist slab covered with their own scribblings4.
It's now or never, the author of the following article decided in April 1995, as he set out to evaluate the engravings, find out the truth, and propose solutions. My 13-year old son and I had flown to Porto in Portugal and driven far up the Douro valley into the northeastern mountains, prepared to maneuver around obstructions whether by negotiation or hiking through the back door. Still, here was our first encounter with the powers that be, so I took this opportunity to probe, and get a first step up the hierarchical ladder. So I explained how Sebastian and I had come so far to see the Paleolithic glories that Portugal would be displaying with pride, spoke of credentials, and placed us (and our pen) in his hands.
Still, we had our bearings, and drove off into the late afternoon to penetrate the heart of the forbidden zone.
We were getting closer, very close now, and could spy loops of a trail among the folds of a distant ridge.
And here too was the arena where one of the greatest feuds between discoverers and custodians of the past had exploded since the conflict between Othniel Marsh and Edward Drinker Cope over the fossils of extinct giants in Sioux territory during Custer's battles. With swifts swirling in up-drafts around our heads, we scrambled and picked our way among sheer precipices and ledges.
Its tight horseshoe of cliffs and rubble made the perfect hiding place for our car and tent from the gray guards roaming the surrounding crests with binoculars. Sebastian snuggled tighter into his sleeping bag, so I set out to reconnoiter alone, systematically working quadrants and contours between our quarry at Fariseu and Piscos brook.
Somewhere among the jumble of a thousand rock faces would be an ancient image - perhaps masked by lichen or so faint one had to trace its parts before seeing it whole. The numbed waters suddenly spangled upstream with glitter and so many flowery white tresses of water plants that the currents looked like sudsy pastures. After all the noisy demonstrations against the dam in Lisbon, how were they to know how much clout a nosy prehistorian might have? Whatever was going to happen to him afterwards in the backwater of Portuguese archaeology had surely been inconsequential, since experience proved that nobody made much fuss over sites that were out-of-sight and out-of-mind - especially with archaeologists beholding to dam-builders and political appointees for access and records. According to the insinuations, he could have continued his documentation right up to the headwaters as his masters worked their way upstream step by step. I sensed that this crowd felt their doctor deserved to be the one to tell fellow archaeologists that they might as well ask to visit Atlantis. Sure enough, there was the 12 year-old Pocinho dam sweeping the valley with a clean curtain.14 But the silos of this former construction site's cement plant were speckled with rust, the ranks of its offices and dormitories were deserted and almost every window was broken. Fortunately, Sebastian was becoming ever more engrossed in Verne's book, spelunking towards the planet's core, so I began to gravitate down halls for exercise and companionship, coming to the door of the room where the secretary was braiding the blind's cord while two laconic draftsmen labored over tracings of horses, ibexes and aurochs. It has been insinuated that Rebanda probably discovered Rock 1 at Canada do Inferno as early as November 1991.18 In Dec. So, quixotically, he had proposed building a dry-dock around the outcropping, and, failing that, underwater exploration. If so, the power utility may have known of incredibly rich sites years before the first blueprint for the new dam! Clottes was the worlda€™s reigning prehistorian a€“ the man who had risen to the pinnacle of the French archaeological establishment and held the only keys to the holy grail of art caves - the unbelievably strong and ancient Grotte Chauvet. After inspecting the 15% of the art that remained above water at the site in the rising dama€™s shadow, because the EDP had hardly felt it necessary to lower the water for the visit of the foreigner sent by the now antagonistic IPPAR, Clottes stepped before a highly polarized press corps.
The dam-builders and their government backers felt vindicated while much of Portuguese public was crestfallen or furious. The dam had become a poisonous political issue in a national election with the President and his fellow Socialists attacking the center-right Prime Minister for its willingness to sacrifice both the nationa€™s patrimony and vineyards to a flaky building scheme.
As if the owners of villas built around the new lake would really allow it to be drained 100 meters to its bottom - where almost all of the known panels would soon be drowned a€“ once every decade! Suddenly, the Portuguese public felt that the dam-builders were not only destroying the nationa€™s most ancient claim to world grandeur and civilization, but that they were in league with a man who would never have been so cavalier with Paleolithic masterpieces in his own country! When I later asked Portuguese archaeologists if they were going to attend an up-coming conference organized by Clottes, they recoiled.
First, because Clottesa€™ retinue of hosts, diplomats and reporters was rushing him and putting him in a bind a€“ even if his stature, pride, and role as UNESCOa€™s expert on rock art had led him into it.
They even echoed his faith in getting dam operators to regularly empty the vast lake a€“ despite the glaring evidence of the EDPa€™s behavior at CA?a itself. No sooner had Clottes triggered a public outcry, than he began to explain away his tepid defense of the CA?aa€™s importance by saying that he had not been shown enough art to form a true idea of the valleya€™s richness.35 But the truth is, he was shown Rebandaa€™s trove of drawings from submerged sections and sites upstream36 and could have been more demanding. After all it was a lot of money, the government was inflexible, the controversy had become a campaign issue a€“ which meant that his advice would seem like foreign meddling - and the elections were still far off. When, in fact, the long-term rights for the cave in France would belong to its Ministry of Culture a€“ which was already attacking its discoverer, Chauvet, for the pittance hea€™d received for his pictures. But I could hardly hold my tongue: why on earth had he invited people from this caste of academics back into his life - and the valley - when at least one of them had apparently abused him? The picture was compelling: SimAµes and her husband angelically insisting that the world must be told, while the hireling screamed demonically over the fire, accusing university archaeologists of trying to hog the credit yet again.
If Rebanda had known SimAµes and Jaffe were going to paint him into a corner, wouldn't he have raced for the exit? Both Rebanda and SimAµes de Abreu could have been traitors and saviors at once, and as long as I was with this archaeologist, I felt bound to encourage the savior in him.
It must have seemed like an insult to him after all his efforts, so with an anarchic gesture, he announced, what the hell, he'd photocopy their fax when it came, so we could enter a second. Huge black derricks hulked atop the dam beside a row of gate-lifting pistons that looked like Big Berthas. We bagged the warning or omen, caught and released a giant water beetle - the kind that injects deliquescing enzymes into living frogs, then sucks out their juice - and worked our way along what was actually the upper tier of a disappearing cliff. When art panels are located in the CA?aa€™s side valleys, they are apparently concentrated on northern slopes. I was a willing guide as we skewered corn kernels on hooks, lashed lines around a log and threw the lethal leashes into the dark. They were a hundred yards apart, making perpetual rounds as they kept time clocks happy by cranking them every few paces with keys chained to the fence. It was probably his first job after military service, but he was intelligent enough to realize that hea€™d been hired as a pawn in a vast conspiracy to keep Portugal's greatest cultural wonders out of sight and out of mind, till they could be obliterated. One, because any plan to remove the friezes not only meant assigning a value to them, but keeping the controversy alive. The mountainous dirt road forked, meandered and even skirted an imposing castle,51 but several classes of children were making the long dusty pilgrimage on foot while carloads of adults in their Sunday best made the excursion to see the only engravings to have escaped the censors - either because the site at Penascosa was so far from Lima Montiero's spyglass or because the valley was gentler here and had always been farmed. I hadn't passed the first olive tree when I happened upon a well-knapped hand-axe, and then another!
On-line commentary entitled a€?Some corrections about the CA?a petroglyphsa€? in TRACCE no. While Chauveta€™s name was given to the cave itself, the names of his co-discoverers were given to two of its large chambers.
Mila SimAµes de Abreu and Ludwig Jaffe were the founders of the APAAR (AssociaA§ao Portuguesa de Arte e Arqueologia Rupestre), which has been a member of IFRAO (International Federation of Rock Art Organisations) since Sept. In an on-line commentary, Jaffe denounced what he perceived as a continuation of the scandal under new management: a€?In December 1994 IPPAR passed the responsibility for the rock art in the Coa valley to Mario Varela Gomes and Antonio Martinho Baptista. Their critics often subscribe to the doctrine that modern ethnographic evidence cannot be used to interpret ancient cultures. Although Bednarik was one of the earliest crusaders for CA?a - calling for the EDP to stop building the dam in Nov. The leftist press and Portuguese archaeological milieu reacted with just as much reflection, ignoring both Bednarika€™s qualifiers and his pioneering role in organizing the world campaign to fight for the whole valleya€™s salvation (see Dossier CA?a p.
Of the 66 contributions written by individuals, not one is by Nelson Rebanda, whose ghost a€“ to anyone interested in intellectual property a€“ haunts every line.
After the CA?a scandal served its purpose as an electoral issue that helped the Socialists to win power, the new government kept its campaign promise by protecting the CA?a Valley but used the goodwill engendered by the decision to blunt criticism while flooding other huge assemblages of rock art. 3; Catherine Vincent, writing in Le Monde on March 11, 1995, goes into much more detail about one particular vineyard, Ervamoira, that would have been lost, along with its exceptional Port wine.
The first was to prove that the engravings were not Paleolithic a€“ an effort that entrapped researchers who wanted to apply experimental direct-dating techniques. There were no statistically significant effects on the only measures of student achievement for which data were available, standardized test scores and grades. 1119 of the No Child Left Behind Act for school districts to employ "highly qualified" teachers who receive "high quality" professional development has prompted more thorough data collection by school officials and more rigorous evaluations of teacher quality and of professional development programs. In New Haven, where 45 schools serve over 20,000 students, 70% of the students come from families receiving school meal financial assistance, and 87% are African American or Hispanic. Each year, the Institutes offer weekly seminars over several months, led by university or college faculty members, on topics that the teachers, through their Representatives, have selected to enhance their knowledge of what they teach. The units often represent the first substantial research and writing project that teachers have undertaken since college.
Teachers play leadership roles in every stage of the program, including designation of seminar topics, approval of faculty proposals for seminars on those topics, approval of teacher participants, and assistance in coordinating seminar activities and program schedules throughout the year. The Institute approach does embrace the alternative of "higher quality activities for fewer teachers." Each Institute offers seminars for roughly 50 to 80 teachers per year. Most scholars agree that causality can best be determined via randomized controlled trials, in which subjects are randomly assigned to two groups. To obtain a close match, researchers generally need a great deal of information on a large number of potential group members. The results showed that the use of Institute-developed units was growing rapidly, with units taught in more than 1500 school classes by 1984.
Every Institute administered similar annual questionnaires to all participants on their seminar experiences, and the Project also sponsored a one-time survey on unit use by participating and non-participating teachers at each site.
Through the National Initiative, the Teachers Institute of Philadelphia was established, joining the League of Teachers Institutes in 2007. Along the dimensions most associated with teacher quality, they rate the Institute approach very highly, markedly better than the low evaluations scholars report for most other existing forms of professional development.
A similar pattern is visible in the survey results of teachers who have been "National Fellows" in recent years.
Instead, over 96% of participating teachers praised the overall program, rating it "moderately" or "greatly" useful, in a remarkably consistent range running from 96.5% in Houston to 100% in Philadelphia. And perhaps surprisingly, teachers with more than 10 years of teaching experience most often indicated that the seminars had raised their expectations for their students — a pattern also discerned in the National Demonstration Project. Most teachers chose to present their units via teacher-led discussion rather than extensive lecturing.
Only Fellows teaching in the physical sciences were more likely to rate them "somewhat" instead of "very useful." All teachers particularly valued the sample lessons and activities the units provided, along with the resource lists for teachers and students.
There were no statistically significant variations according to the grade levels or subject areas in which Fellows taught. Although all sites attracted similar ratios of more experienced and less experienced teachers, Philadelphia and, particularly, National Fellows were somewhat more likely to have less than 10 years teaching experience. In practice, researchers were only able to document teacher retention and attendance and student performances on standardized tests and course grades.44 These results were examined both at the level of individual teachers and students and at the school level.
The study cannot rule out the possibility that teachers who choose to participate in the Institute are more likely to continue teaching in New Haven for reasons other than Institute participation. Because more effective teachers may also grade more strictly, it was also not clear that even enhanced student interest and performance in courses led by Institute Fellows would be associated with higher grades in relation to students of non-Fellows. In regard to teachers, there was no statistically significant relationship between participation as a Fellow and teacher attendance.
The data show that these efforts succeeded and that the Institute was at least as attractive to these racial minority teachers as to whites.
It underlines the need for future evaluations to use data more closely tied to the goals of the curriculum units written in Institute seminars, and the need for the accumulation of much more extensive data on student outcomes. The New Haven quantitative study indicates that Institute seminars attract a broad range of teachers from every observable demographic category and that those who choose to be Fellows are much more likely to continue teaching in the district than those who do not. If resources permit, Institutes might also survey students on their experiences of units used in their classrooms; and they might seek to use pre-unit and post-unit student tests to determine the extent of student learning. It would also be useful to assess systematically at every site whether experiences as Fellows are associated with heightened teacher retention and with the promotion of teachers to positions of academic leadership within their districts and beyond. Even so, if students of teachers at schools randomly assigned for recruitment appeared over time to perform better on appropriate measures than those from the same pool of schools whose teachers were not eligible for Institute participation, the results would provide additional reasons for confidence in the value of the distinctive Teachers Institute form of professional development. Browne Distinguished Professor of Political Science at the University of Pennsylvania, with the assistance of Dr. L., "Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement," Issues and Answers Report, REL 2007-No. Because the overall completion rate for these surveys was over 98%, percentages of all Fellows surveyed, whether or not they responded to a particular question, are only slightly smaller. Though teachers in the physical sciences rated their seminar experiences highly, their ratings were slightly less positive than those provided by teachers in the humanities, social sciences, and other areas. Another reported that students showed detailed knowledge of a unit involving films a year and half after it was taught.
Science is particularly prone for projects with broad participation of students and staff." Another reported that "we have formed a number of teams, often involving teachers who never were Fellows.
Many teachers were reclassified as K-8 school teachers, leading to an apparent decline in elementary school teacher participation. 18th1, but Europea€™s biggest open-air gallery of Paleolithic animals was reported just a month earlier in the CA?a Valley of northeastern Portugal2. Regardless of how old the CA?aa€™s art turns out to be, it is unique in its richness above ground and astonishing in its illustrations of movement - with animals tossing their heads with the same stop-action dynamism found at Chauvet and only millennia later in photography and Futurist painting.
The Chauvet Cavea€™s prehistoric bestiary was proudly splashed across magazines around the world. Soon, the guard turned into a regular lad, wrote down the chief engineer's name and pointed beyond the ramp-laced moonscape - into the wilderness. In this walled garden, the conflicting passions of archaeologists had exploded around a campfire, set a president and prime minister against each other, and cowed the emissaries of UNESCO. Lizards skidded into fissures, a rusty blade wedged in a nook beside a sliver of cliff garden spoke of an emigrant who had never returned, but the walls seemed barren. Over and over again, the scene seemed set, the rock stretched, but its lines were just fractals. I yanked myself up to a platform less than a step wide and a ten-foot long cow - an auroch! By holding the animal's form and movement vividly in mind, the maker had poured himself into its body and experienced a power beyond abstraction, beyond even tool-making, to thrill to the new power of passing through the looking-glass into another being.
A stream, running pure as its springs over crisp cresses between alternating bull rushes and crags, almost made it to the river unaltered, but met it just below the threshold and sank into an estuary. We had arrived at Pandemonium and would try to insinuate ourselves into an audience with the Chief Engineer himself.
Only one was so spotless and redolent of perks, though, with its rolled lawn incongruous in the desert, that we knew right where to head among forking roads.
I was hardly surprised when these well-fed pros passed the buck to the only gaunt and partially toothless fellow traveler among them. So they decided to play it safe by dumping me on their pet nemesis, the organizationa€™s own archaeological a€?hirelinga€?, Dr. He could have added to his hoard of exclusive photos and measurements, imposed interpretations, and generally lorded it over his peers - for who could have naysayed him with his treasures locked a hundred meters deep in so many great watery safes?10 And to think that all the dam-builders' pet archaeologist and his accommodating superiors at the Portuguese Institute for Architectural and Archaeological Heritage (IPPAR)11 in Lisbon - to whom Rebanda had reported his discoveries at least twice12 - had had to do to pull off this economically patriotic (not to say mutually beneficial) stunt was keep their mouths shut! After having suffered at the hands of his mentor, Professor Jorge, why had Rebanda put himself at the mercy of two similar academics and representatives of an international body to boot - Mila SimAµes de Abreu and her archaeologist husband, Ludwig Jaffe, who represented the International Federation of Rock Art Organizations (IFRAO)?
At least such nuisances would keep him from getting up to more mischief by turning up new discoveries. But, finally, a secretary answered my summons and let me into a vestibule empty except for a display of postcard-sized photographs of some of the engravings, and a cartoon caricaturing the scandal - which I reckoned had been knowingly posted to co-opt criticism. I couldn't quite make out the man's features through the crack, but it was obvious he was gushing recriminations - and no wonder: the entire archaeological profession had ganged up on the pariah. We all knew I had crossed a threshold, but, after all, I had paid my dues, and in any case, I padded off to the foyer again.
Yet they'd prattled to the press that they had found the art a year ago, and then more like two years ago, and now, word had it, a€?onlya€? three years ago25 - when it was always somehow too late to stop the process leading up to construction, which had only started in September a€™94.26 The gall! Instantly, I whipped out paper and scribbled the fastest copy of the main map that my hand could draw. After SimAµes de Abreu and Jaffe had unleashed the scandal by revealing the conspiracy to flood Europea€™s richest assemblage of open-air Paleolithic art, the IPPAR and Portuguese Ministry of Culture had scrambled to get their own expert witness a€“ and, in a further twist, had asked UNESCO to recommend an expert to challenge the power companya€™s growing efforts to prove the art wasna€™t Paleolithic but recent27 a€“ in which case, the EDP seemed to think that the public would drop the subject as being the relatively recent work of peasants drawing their cows. For all their heightened sensitivity to having CA?aa€™s fate evaluated by a foreigner, the Portuguese press viewed Clottes as a referee and expected a verdict.
Then, as fate would have it, Clottes was back in the headlines within the week, announcing drastic measures to protect Francea€™s new crown jewel, Chauvet.
And as if anyone could even find new art during the two weeks a lake might be emptied (every hundred years) while everything was coated with algae and grime!
Opposition editorialists had a field day with Clottesa€™ apparent hypocrisy and dismissiveness towards Portugal - and demonstrators flooded the streets.
Two, because people are often driven to produce their greatest work and worst mistakes by similar drives.
Rebanda was even fooling himself on this score, I thought - after all, the Foz CA?a photographs would probably end up belonging to Portugala€™s own ministry or even the EDP.
Scientists - like lawyers - ply an adversarial trade, but the chance to put Portugal into the archaeological heavens a€“ and to boost their own reputations with it - had given many researchers more ulterior motives than usual. Personally, I couldn't see anybody bedding down for the night and traipsing out the next morning with people who had announced that they were going to expose him. In essence, my heart a€“ if not my mind - had taken his side for the moment; he was the underdog, on the verge of a nervous breakdown, and I was concerned that he might even attempt suicide. If I didn't mind coming back at 9 the next morning, he apologized, the approval should be there.
But basically the dam was a streamlined machine without much need for local intervention or maintenance. My unequivocal certification of their global importance only made him uneasier, as he didn't know whether to feel flattered or upset. We peered into a dovecot, a squat white tower lined inside with empty compartments like a city after a plague. Suddenly, a deeply hammered auroch on the rock stood out boldly as a road sign - alerting us to an entire herd. The geology, erosion, & silica skins protecting engravings all seem similar on both slopes, so I theorize that this positioning is not simply a taphonomic illusion created by the disappearance of engravings on the southern slopes. I wasn't expecting anything when I ambled down at dawn, but there it was: a big mound under the bank!
From what I could tell, even his draftsmen had decided to take the day off 49, once they realized the coast was clear. By God, I thought, if the flooders don't save them, I hope the townspeople storm the valley!
If the guards hadn't been under strict orders not to sell admissions, they'd have made a killing; but then any financial association with the art is anathema to the dammers: the next thing they knew, they'd have a revolt on their hands!
And like the first guard, when he realized that I had somehow gotten authorization despite my evident opposition to the reservoir, he let out his pent-up indignation - for we were insiders. As we passed the threshold between the deadened depths and virgin current with its billowing water-foliage, we had to skirt and climb over a sheer wall blocking the side-valleya€™s entrance. The intertwined couple, spanning the length of a single real horse, was still necking in Eden after twenty millennia. Rock Art and the CA?a Valley Archaeological Park: A case study in the preservation of Portugal's prehistoric parietal heritage. Although it is true that one must be extremely circumspect about doing so, such evidence often opens new perspectives that have more in common with the subsistence systems of ancient cultures than does our own, and the two authors showed considerable originality and courage in exploring it.


1994 - most Portuguese archaeologists with access to the CA?a sites now shun him as thoroughly as they do Clottes and Rebanda. 539, for a resolution, written in defense of CA?a, by Bednarik, in a book filled with vitriole against him). These retractions confirmed that some of ZilhA?oa€™s criticisms of the direct dating attempts were well founded, but dona€™t necessarily reflect on other matters raised in his disputes with Bednarik and Jaffe. In the English sections, Jorge generously credits numerous associates and generations of Portuguese prehistorians by full name, while studiously avoiding any mention of Rebanda except where it is unavoidable, and then only with his last name between brackets. The second was to make casts of panels for a museum a€“ which may have damaged some panels. Teachers Institutes offer five to seven seminars each year meeting weekly over roughly three months, led by university or college faculty members, on topics that teachers have selected to increase their mastery of what they teach. This expected result underlines the need for evaluations focused on the specific outcomes Institutes seek to achieve, including heightened student interest and attendance and improved student content knowledge in curricular areas featured in local district standards and goals.
Much remains unsettled, but some features contributing to effective teachers and successful professional development are clear.
The seminars sometimes include teams of participants from a single school, but most also combine teachers from different schools teaching different subjects at different grade levels, who all wish to learn more about topics in history, literature, politics, chemistry, biology, art, or other areas, in order to improve their teaching.
They contain a narrative describing the unit's goals and strategies and several sample lesson plans.
The seminars are of substantial duration, involving a minimum of 26 hours in session, while Fellows also meet with seminar leaders, research seminar topics, and write their units over many more hours. But through dissemination of their units, Institutes can impact far more teachers than they enroll; and over time, significant percentages of teachers in particular schools and regions can be direct participants. Over 97% of the teachers using the units praised them highly for their quality and the positive responses they invoked in students. These surveys were analyzed in a 2004 study sponsored by the Institute, "To Motivate My Students," the precursor to this report. The Santa Ana Teachers Institute relied solely on state funding instead of the recommended diversified funding base, while the Albuquerque Teachers Institute reported to a dean, not a President or Provost.
Since 2005, the National Initiative has conducted National Seminars in New Haven for teachers from cities contemplating starting Institutes, as well as for Fellows from existing sites. Only 3% of the respondents said the program was useful only to a small extent, with the remainder non-responses. But whereas during that Project science teachers were slightly more likely than other teachers to list their seminar experiences as "moderately" rather than "greatly" useful, in these surveys teachers currently teaching or planning to teach in the humanities, social sciences, or the sciences showed no consistent variations across the sites in their program evaluations.34 All rated their seminar experiences very highly.
They also stressed writing exercises and activities designed to strengthen speaking, listening, vocabulary and reasoning skills, much more than test taking.
Roughly 75% of teachers also compared the units favorably to commercially available curriculum in terms of sample lessons and activities, teaching strategies, resources and other features. Both Philadelphia and National Fellows were also more likely to be high-school teachers, though in Philadelphia this pattern arose as a condition of one of the Institute's grants.
Kisker of Twin Peaks Partners and executed with the aid of graduate student research assistants from the Yale-New Haven Teachers Institute and the University of Pennsylvania Graduate School of Education.42 It used data compiled by the Yale-New Haven Teachers Institute and by the Department of Research, Assessment, and Student Information in the New Haven Public Schools.
It was also hypothesized that Institute participation might be positively but weakly associated with teacher attendance (an outcome affected by many factors, including release time for professional development and service).
Still, in the aggregate, improved student interest and learning should be associated with better test scores and better grades.
But the hypothesis that Fellows are roughly demographically representative of New Haven teachers as a whole was supported by the data.
Overall, over 50% of those teaching in New Haven in 2000-2001 had stopped being New Haven teachers by 2004-2005, a turnover rate consistent with national averages, especially for urban districts.46 That turnover percentage was substantially less for those who had been Fellows. If the impact on standardized test scores and grades is, as hypothesized, positive but highly indirect, those relationships will only be discernible when a great deal of reliable data can be analyzed. Institutes should also seek to work with school districts to gather more data on student outcomes that are more closely tied than standardized tests to the content and goals of units written for Institute seminars and used in classrooms. Researchers who stress the importance of pedagogy acknowledge the comparable importance of content knowledge. 245-247; Bill and Melinda Gates Foundation Staff, "Challenges to Teaching Capacity in New and Redesigned Schools," Gates Foundation, 2006, 4. These teams have allowed Institute material to benefit many, many children other than those in classes taught by Institute teachers." A third stated, "My school has become a strong YNHTI center school with a Fellow involvement of at least 40% of the faculty. While the paintings in the French cave, which became known as the Grotte Chauvet, often have engraved contours, the Portuguese menagerie may also have been painted, but, being outdoors, their pigments have usually weathered away.
As shadows welled from the valley, we turned from the scarps and trundled downwards into the cleavage, till the road turned into a path to the water through a profusion of poppies. Finally, I discerned a flock ambling down through dry brush, then a shirt flashed a white dot, and we converged within hailing distance on opposite banks. Even ideal panels on either side of a fig tree bulging titanically from a small cave were barren. A stand of poplar trees crackled like Chinese New Year with small birds, abundant as leaves.
It was a good thing we had his name, Lima Monteiro, because the Securitas guard on this side meant business. Our compact car slid in among Mercedes and I stepped into glare, drawing cool stares from fleshy faces.
My interlocutor explained that the Chief Engineer was powerless to help me, so he couldn't be bothered to give me an audience. Of course, the stories went, the honorable witnesses had refused to become accomplices and had immediately denounced the whole plot a€“ writing open letters to the Portuguese President, Vice President and Director of IPPAR - with carbon copies for the press.13 If only his employers had known that Rebanda was so naive! She announced that it was no use disturbing the doctor, who I could see through a jarred door talking to someone over the phone with peevish vehemence.
Finally, I suggested that she didn't need to keep me company while I waited for the good doctor to get off the phone. That's strange, I thought as I wandered off again, mulling over a mental photograph of the site distribution. And here were others, even closer to the construction site, at "RA?go de Vide", which had been submerged by the same old dam!
Still, she caught me; whereupon I went on elaborating it, asking questions, and then padded back to the foyer again to continue my vigil.
After all, the archaeologists and reporters had allowed the Tagus petrogylphs to be drowned with hardly a whimper.
Not only did the contrast with his actions in Portugal now smack of a double standard, but there was a piquant irony. With stakes this high, both parties unleashed their opinion-making machines, making hash of Clottesa€™ carefully weighed words as quickly as theya€™d vilified Rebanda.
Clottesa€™ words may have been earnest, but with stakes this high and politicized they were about as reasonable as Pontius Pilatea€™s attempts to keep the peace. I prefer to think the latter, and that his only mistake was thinking that people on both sides were lucid and reflective enough to interpret his verdict correctly. In Rebanda's place, I'd have calmed down and let the traitors fall to sleep, but then I'd have snuck away - trekking fast through the dark, picking myself up when I fell, but getting out - bloody knees and all - and calling that alarm first!
Furthermore, I had no doubt - whatever pacts he'd struck - that he would make up for them if only approached constructively. After we'd faxed it, I was sorry to see him having to still recall and refax, as he nudged the request repeatedly through the unyielding bureaucracy.
Sebastian and I scrambled and tacked among the carious cliffs, till there was nothing left but rock overhanging the water itself. But a huge horse, leaning over the depths, was both more graceful and cryptic, for someone had wedged a rusty horseshoe into a crack between its hooves. No sooner had I chipped the thin device and steadily shoved each curve straight, than the hook slipped smoothly free.
Only Rebanda's long-suffering secretary had to keep her post and occupied herself by taking up the relay of calling and faxing. These red and gray devices were not only customized to match the guards' uniforms, but showed off the latest in high-tech materials and molding.
As we wound our way down towards the reservoir among towering red cliffs, he took quiet pride in pointing out the hidden elements of scattered engravings. But then Piscos Brook ran between trees, pastures and cane-groves, with cliffs full of shelters and stone panels at each bend.
La Pintura, The Official Newsletter of the American Rock Art Research Association (Member of IFRAO) Volume 21, Number 3, Winter. In the same book, which Jorge compiled to record the campaign he was spear-heading to save CA?a a€“ a laudatory effort, if there ever was one, that made Jorge synonymous with yet another of Rebandaa€™s finds - Bednarik is repeatedly dismissed as a a€?charlatana€? (pp. Jaffe accused the trio, who had taken over responsibility for the archaeological resources of the valley, of endangering art panels and refusing to allow qualified foreign researchers or even Dr.
Whatever the case may be, the problem of rock art conservation is still as far from resolution in Portugal as it is in most other places in the world.
Roughly 60% of all participants rated student motivation and attention as higher during these units, producing substantially greater content mastery. Programs that contribute to teacher quality, as well as promising strategies for ongoing program evaluations, can be identified with confidence.
In Pittsburgh, 65 schools serve 28,000 students, 68% financially eligible for school lunch aid.
By presenting their units in progress to their fellow teachers, seminar participants receive useful pedagogical feedback as they also improve their oral communication skills.
Commissioner of Education, who wrote in 1981 that the Institute was a "dramatic exception" to a pattern of unsuccessful school-college collaborations; Theodore R. The study found that teachers at all sites rated the Institute programs higher than other professional development programs in developing the knowledge, skills, enthusiasm, high expectations of students, and capacities to motivate students that most studies indicate to be central to successful teaching. After the completion of the National Demonstration Project, these departures from the Institute approach appear to have contributed to financial difficulties that forced the suspension of operations in Santa Ana, and to substantial changes in the forms of professional development offered by the Albuquerque Teachers Institute. These seminars provide teachers with experiences comparable to those in local Institutes in a more compressed time frame. About a fifth of the teachers used units to develop math skills, largely but not exclusively teachers in the physical sciences. In these comparisons, teachers in the physical sciences rated the units as high as or higher than their counterparts in other subject areas.
Due to their very low numbers, the responses from Fellows using other Fellows' units, as well as from non-Fellows using units, must be interpreted with caution. In comparison with other sorts of curriculum they had used, Fellows found the Institute-prepared units received strikingly superior student responses. At all Institutes, teachers in the humanities were the most frequent participants, though the varying, often interdisciplinary responsibilities of teachers make these categorizations difficult, and for Pittsburgh they are not fully available. Women were found to be slightly more likely than men to become Fellows, but the difference was not statistically significant.
Ellen Kisker has designed a technical research guide that can assist Institutes and school districts in preparing programs for continuing evaluation.48 It describes alternative means that may be appropriate in different settings. As one Houston teacher put it, "My experience with most professional development is that I dread it.
All that remains, where jagged outcroppings of schist jut from brushy slopes - exposing terminal facets perfect for murals - are hauntingly sinuous outlines of deer, horses, ibexes, and wild cattle called aurochs.
The first flurry of press articles had mentioned that many of the engravings were already submerged by the cofferdam holding the river back for the more monstrous wall rising downstream from it. I sent greetings and the shepherd expostulated and gestured animatedly upstream towards towering slabs.
For me, all of mankind's later accomplishments, all our later experience of good and evil only become possible after such art. The irrelevant exchange had sparked sympathy as we both waited - and waited, in similar irrelevance to someone too consumed to give us heed. I would have to go to Lisbon, and no, it wouldn't do any good for him to fax; he didn't have an iota of authority. Despite all the insinuations about Rebanda and IPPAR, they were actually the first to try blocking the philistines with the clout of an institution as important as UNESCO. About thirty years before, Francea€™s equivalent to the EDP had taken the entire Ardeche Gorge, where the Chauvet Cave had just been found, from its entrance at Sauze to a rainbow-huge, natural arch - Vallon Pont da€™Arc, next to Chauvet - by eminent domain, to build a dam. These conscientious people know that theya€™re barely tolerated by the forces of Mammon - scraping crumbs from the tables of vast enterprises armed with dynamite and bulldozers - and make compacts all the time with them, telling themselves, for instance, that the alluvial strata that cement plants exploit are always too tumbled to contain intact Acheulian hearths. If only he'd announced the discovery, co-opted his employers, and splashed masterpieces across magazine covers while the art's existence was still fresh, he might have won honor, fame, a very small fortune (and maybe even kept his job). Within weeks, local academics had begun signing their names to Rebandaa€™s discoveries, tracings, and interpretations while forgetting to cite him.
I'd have been the one to announce the existence of the largest gathering of open-air Paleolithic engravings in Europe to the world. Slate slabs, thoughtfully laid into a wall as steps, led down through a canopy of fig trees into a cavernous wallow between cliffs. I woke Sebastian in time to see the beast lumber over the bank and glide away, and then it was high time we checked out our other line at the doctor's office. Noon passed as we still waited together like an old couple, talking about the doctor's misery, Australian rock art, translations; whatever. The guards stiffened as Sebastian and I had the gumption to breach a forbidden zone and stride blithely forward. There were so many warblers piping and whistling, there must have been a dozen species with overlapping territories.
Botha€? - Baptista and Gomes a€“ a€?were closely involved in the rationale to submerge the rock art (to 'protect it from vandals'); in fact, on 8 November Baptista spoke of how sedimentation behind dams should protect rock arta€? - my italics. After our departure, Bednarik and three other researchers (Alan Watchman from Canada, plus Fred Phillips and Ronald Dorn from the USA), who believed that they had found ways to date rock art directly, studied some of the CA?aa€™s engravings during separate visits. 1995 that was led by Mounir Bouchenaki, the IPPAR formed a scientific committee consisting of Antonio BeltrA?n, Emmanuel Anati and Jean Clottes, who came back for a second round.
In Institute seminars teachers gain more sophisticated content knowledge, and they also enhance their skills by preparing curriculum units adapting the themes of the seminars for their students.
Section V describes a quantitative study of the impact of participating in Institute seminars on New Haven teachers and students from the 2000-2001 through the 2004-2005 academic years.
They need ongoing, job-embedded professional development."22 These needs cannot be met through forms of professional development that feature brief workshops for passive audiences of large numbers of teachers. Roughly half of each seminar's time is devoted to improving teachers' content knowledge, half to developing effective teaching strategies for their students. The seminars involve a mix of collective and individual forms of teacher participation, though they are weighted toward individual participation.24 And each site engages in continuing evaluation, though for reasons discussed below, chiefly through means of teacher surveys and qualitative studies, not randomized controlled trials or quasi-experiments. Researchers hope that, apart from this treatment, all other characteristics will be randomly distributed among the two groups, so that differences in their subsequent performance can confidently be attributed to the study's causal variable. Sizer, Founding Director of the Annenberg Institute for School Reform, who termed the program "remarkable" for its "clear and useful focus" and "constructive collegiality"; and Norman C.
Wilder of the Education Policy Research Division of the Educational Testing Service assisted the Institute in refining the questionnaires for seminar participants, crafting the format that New Haven and the other Institutes continue to use, with only minor modifications. Still, these responses were essentially indistinguishable from those of Fellows teaching their own units. The different grade levels and subject matters in which Fellows taught produced only minor variations, although again science teachers rated units somewhat less highly. New Haven, Philadelphia, and National Fellows were more likely to have advanced degrees, Master's or PhD's, than those in Houston and Pittsburgh. The research also included demographic and performance data for those teachers, schools, and students.
But in light of the high percentages of New Haven teachers who become Fellows, it is reasonable to view this correlation between participation as a Fellow and teacher retention in the district as substantively, as well as statistically, significant.
Less direct but still pertinent evidence of the impact of having had Fellows as teachers might also come in students' relative success in winning academic awards and in graduating.
Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest, October 2007, 5; Blank, R. And so, forgive me, but in comparison to these ancient windows, cathedrals seem to have anti-climatic and overwrought power. Except for the absence now of bigger species, this was how Solutreans had experienced the world - with whistling, mooing, barking, roaring and trumpeting not just on the Serengeti, but to the frozen north! So much will go unrecorded because of all this fuss.a€? a€“ So, Rebanda is resigned to the inevitability of the flooding, I thought. If the dam had been built, a dozen known art caves would have been flooded or affected by rising water tables. So rather than condemn Clottes, perhaps the Portuguese should simply admit his diplomacy opened the debate, even if one might wish that hea€™d been a crusader. From Chauveta€™s pinnacle, its gatekeeper was probably right to dismiss the scratchings, which I too thought could have been the kneading of bears, but the contrast between the levels of encouragement was striking.
Although they granted him the discovery of Hella€™s Canyon (in footnotes), other sites that Rebanda had already noted were soon claimed by competitors as Rebanda was effectively silenced.
And Vitor and his wife, Susanaa€? - was it my imagination or did her name stick in his craw?
Their stingy hypocrisy and philistinism revolted me: they wouldn't spend a penny on protecting such discoveries, but they'd drown the world up to its headwaters to keep driving Mercedes. Goldfinches sparked into the air, a crested hoopoo flashed orange and black, and the shaggy canes were a tumult of avian chatter. Jaffe was also the IFRAO representative of the SocietA  Cooperativa Archaeologica, Le Orme della€™Uomo, Italy (Bednarik 1994).
But not before signing controversial non-disclosure agreements with the EDP, which was hoping that their techniques would yield dates so recent that they could be used to ridicule stylistic daters who had identified the engravings as Paleolithic (Baptista & Fernandes 2007, p. Most teachers are enthusiastic about the seminars and the opportunity to teach the units they have written. The Teachers Institute of Pittsburgh has drawn participants from most schools in the district.23 In Houston, the nation's seventh largest school district includes over 300 schools and serves 202,000 students, 58% Hispanic, 30% African American, many with limited English proficiency, with 78% of all students eligible for meal assistance. Both faculty and teachers are paid stipends, in recognition that all are giving time and expertise to improve teaching and curriculum. Francis, President of Xavier University, who stressed the "absolute need for" and "inestimable value" of the Institute's example. She wrote at that time that the surveys showed New Haven Fellows to be representative of the larger population of New Haven teachers in terms of subjects and grades taught, and that all teachers rated their seminar experiences highly with remarkable consistency.
Where possible, these indicators should be supplemented by observational research on the teaching of units or material derived from units, both by Fellows and non-Fellows, in actual classrooms. Catherine McCaslin, Director of Research, Assessment, and Student Information of the New Haven Public Schools, and her staff for generous, skilled, and invaluable assistance. Intermittent splashes smacked echoes off the walls, a frog croaked and some beast keened a cry we had never heard. When I asked if they could intercede on our behalf, she said one had to apply in person, in Lisbon, and have connections.
In fact, paw prints indicated that we had missed cornering another feral dog or fox in its lair. Surgically, it was a nightmare: I'd have to pry its head out, keep its neck extended, wedge open its powerful beak and finally thrust the treble barbs down its throat, so as to carefully extract their burr, without snagging them again! Finally, they agreed that one of them would walk parallel to us, down the fence-line, to let us in the distant gate.
At our feet, frogs skipped like pebbles and painted turtles rowed earnestly in tangled water blossoms - all for the taking. Unless you and I and all of us together add our voices to those of the Portuguese citizenry trekking down for a last look, and reclaim what is OURS! The story of the denunciation is from Bednarik (1994) and Simons in the New York Times (1994).
The Houston Teachers Institute has Representatives in roughly 30 schools and draws extensively from those schools, though all Houston public school teachers are eligible to participate. In 1991, Wilder helped develop a "Progress Report" that analyzed the accumulated data from the annual questionnaires and the surveys on unit use. Analyses of in-depth interviews with the Fellows and students in those classes would also be desirable. Even the Chauvet Cave, which was unknown, might have been threatened by the changing water table!
Unfortunately, Bednarik, who is one of the worlda€™s most encyclopedically informed, accomplished, and bold prehistorians, walked right into the trap. Jorgea€™s utter dismissal of Bednarik was clearly motivated by the lattera€™s implicit condemnation of the way that Jorge had appropriated Rebandaa€™s earlier discovery at Mazouco, instigating Rebandaa€™s secrecy that was one component of the CA?a a€?cover-upa€? (Bednarik 1994, p. In Philadelphia, where 281 schools serve over 167,000 students, with 80% eligible for meal assistance and the same percentage either African American or Hispanic, the Teachers Institute of Philadelphia targets 25 schools in the South and West Regions, representing over 18,000 students. On average, teachers who were Fellows during the study period had 1.87 fewer years of experience than non-Fellows, a difference that was not statistically significant. Ideally, these should be accompanied by comparable observations and interviews with teachers and students not directly affected by Institute experiences. See also Odden and Kelly, "Strategic Management of Human Capital in Public Education," 5, 20.
Later, Bednarik spear-headed another campaign to save a Portuguese rock-art assemblage from inundation a€“ this time behind a dam in the Guadiana Valley - and noted that a€?None of this helps the rock art of the Guadiana, condemned to inundation under billions of tonnes of lake sediment as the reservoir silts up over the next 70 yearsa€? a€“ again, my italics.
Each Institute makes the curriculum units written by the teachers who participate in its seminars, designated "Fellows," available to all interested teachers in their districts and beyond, in electronic and print formats. In short, the seminars attracted both new and experienced teachers, so that over time, experienced teachers were more likely to have been Fellows in one year or another.
Do you think I'm such a fool as to invite the man who deprived me of the credit for my first discovery, to come see my greatest wonders if it wasn't because I needed all the allies I could get; if it wasn't because I even needed the universities to help save them. Ironically, the mandarin in Porto would come out smelling like roses for his campaign while the roles of several well-meaning prehistorians, if I may insist upon the word, were simplified so as to make them better scapegoats. As anticipated, holding all else equal, teachers in higher grades were also more likely to be Fellows than teachers in lower grades. First, because his dating system, which was based on determining the degree of micro-erosion undergone by a rock face, had been developed in Australia, where climate and geological conditions are different from Portugala€™s.
This odd statement flies in the face of Bednarika€™s consistent defense of both the CA?aa€™s art and other assemblages, suggesting that it was a ploy to get the EDP to allow them to test their methods. Even though both men concluded that their observations proved that the art was no older than the Neolithic, Bednarik did not repeat the notion, when announcing his results, that a relatively recent vintage diminished the arta€™s importance or the need to protect it a€“ quite the contrary.
Wenglinsky, "How Schools Matter: The Link Between Teacher Classroom Practices and Student Academic Performance," Educational Policy Analysis Archives 10, no.



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