News

HTI study shows program's success with teachers

By Matt Dulin
The Daily Cougar

The results of a 10-month-long survey and study of the Houston Teachers Institute conducted by UH sociologists indicate that the program is seeing great success in fulfilling all of its goals, HTI director Paul Cooke said at the programis celebratory conference Tuesday.

The success has come as the result of a "wonderful collaboration" between UH and the Houston Independent School District, UH president and chancellor Arthur K. Smith said in his remarks at the conference, which unveiled the key points of the surveyis findings.

The complete results were published in a report, "The Houston Teachers Institute: Goals and Accomplishments," which was distributed to the UH faculty, HISD teachers and HTI seminar leaders at the conference.

Jon Lawrence, a professor of sociology, discussed the quantitative results of the surveys, which were taken by hundreds of teachers who have gone through the HTI seminars.

Joseph Kotarba, also a sociology professor, worked with Lawrence on the project and offered what he called a "qualitative approach" to the data. It was the first time the two professors had worked together on a project.

Before giving his analysis, Lawrence dismissed the possibility that, being under UH tenure, his analysis might be skewed.

"The data is real," he said, "And you typically donit see such a positive response."

He pointed out that over four seasons of seminars, from 1999 to i02, teachers overwhelmingly said that attending HTI seminars boosted their knowledge base and confidence in their subject area, thus improving teaching ability. In i01, 100 percent of survey respondents indicated this. This rating was lowest at the programis inception in i99, when 81 percent of teachers said they gained knowledge and confidence.

Moreover, Lawrence said the seminars, which focus on empowering teachers to author their own curricula, have "carry-over effects" on education overall, citing that more than 70 percent of HTI veterans said theyive seen students become more interested in learning in subjects outside what they teach.

From a qualitative standpoint, which was established through five focus groups, dozens of telephone interviews and site visits, HTI has been "personally rewarding" for most teachers, Kotarba said.

"In most responses, teachers said they felt rejuvenated, their morale increased and they felt smarter," Kotarba said, quoting anonymous responses taken from teachers.

Michea Carter, a theater arts teacher at M.C. Williams Middle School, offered her personal experience to back up the claims.

"I chose to teach, and I choose to teach; we are constantly tested by what we choose," Carter said, prefacing her description of a career in which she often feels like being "in an ocean by myself."

"HTI was a breath of fresh air," she said. "Each seminar is a chance to renew your love, your choice to teach."

Carter is in her first year with the Institute, and she says sheis sticking around.

"I plan on making HTI a part of my yearly agenda," she said.

Cooke said many of the teachers they help often end up returning to more seminars. 

Kotarba said few respondents to the surveys had negative comments about HTI, but several indicated that a lack of availability of technology often hindered them in fulfilling their assignments for the program. Kotarba said this problem is becoming less prevalent as more resources are becoming available.
 

 Send comments to dcnews@mail.uh.edu