The demonstration classroom in-service: Changes in the classroom

The purpose of this study was to assess the implementation of a problem-solving model among teachers involved in an alternative in-service format. Thirteen teachers participated in a year-long in-service program that included: a preprogram on the instructional methodology; implementation of the instructional methodology; follow-up meetings that addressed participants' questions; and visits to a classroom demonstrating the instructional methodology. Twelve participants attended the demonstration classroom, and seven participants enacted problem-solving lessons prior to and following their observation of the demonstration teacher implementing the problem-solving model in the classroom. Dependent t tests were used to analyze the eight categories contained in a scale developed to assess implementation of the problem-solving model. Results indicate that participating teachers significantly changed in the time students spent in cooperative groups, having students working cooperatively, students actively participating in problem solving, and students generating their own problems and plans. The role the teacher took in the class also significantly changed. Seeing another teacher use the in-service methodology may have assisted in-service participants in their implementation of the problem-solving model.