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Full-Text Articles in Education
Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia Torquati, Victoria J. Molfese
Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia Torquati, Victoria J. Molfese
Soo-Young Hong
The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standard. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical …
Head Start Classrooms And Children’S School Readiness Benefit From Teachers’ Qualifications And Ongoing Training, Seung-Hee Claire Son, Kyong-Ah Kwon, Hyun-Joo Jeon, Soo-Young Hong
Head Start Classrooms And Children’S School Readiness Benefit From Teachers’ Qualifications And Ongoing Training, Seung-Hee Claire Son, Kyong-Ah Kwon, Hyun-Joo Jeon, Soo-Young Hong
Soo-Young Hong
Background Teacher qualifications have been emphasized as a basis of professional development to improve classroom practices for at-risk children’s school readiness. However, teacher qualifications have often not been compared to another form of professional development, in-service training. Objective The current study attempts to investigate contributions of multiple types of professional development to school readiness skills of low-income preschoolers. Specifically, we examined the significance of teachers’ education level, degree, teaching certificate, teaching experiences as well as specialized in-service training and coaching support as these teacher trainings are linked to preschoolers’ school readiness through proximal classroom practices. Method We used a multi-level …
The Digest Edition 2010/1 : Successful Professional Learning, Marion Meiers, Sarah Buckley
The Digest Edition 2010/1 : Successful Professional Learning, Marion Meiers, Sarah Buckley
Dr Sarah Buckley
This edition of The Digest is focused on research into teacher learning and professional development. Teacher learning includes not only activities such as conferences and workshops, but also includes participation in many formal and informal learning activities. Recent research has focussed, amongst other things, on characteristics of successful professional learning, and on the connections between teachers’ professional learning and improvements in student learning. This research has the potential to assist teachers and schools in selecting and planning for professional learning, so that it will maximise the benefits for participants. The first section of this digest presents some research findings on …
Research As Collaborative Act: A Latherian Approach To Collaborative Analysis Of Race-Based Professional Development With K-12 Educators, Susan Adams
Susan Adams
Paper presentation at the 12th American Association for the Advancement of Curriculum Studies Annual Meeting, San Francisco, CA, April 24-27, 2013.
Research As Collaborative Act: A Latherian Approach To Collaborative Analysis Of Race-Based Professional Development With K-12 Educators, Susan Adams
Susan Adams
Paper presentation at the 34th Annual Ethnography in Education Research Forum, Philadelphia, PA, February 23, 2013.
Evaluation Of The School Centres For Teaching Excellence (Sctes) Initiatives : Final Report, Glenn Rowley, Paul Weldon, Elizabeth Kleinhenz, Lawrence Ingvarson
Evaluation Of The School Centres For Teaching Excellence (Sctes) Initiatives : Final Report, Glenn Rowley, Paul Weldon, Elizabeth Kleinhenz, Lawrence Ingvarson
Dr Elizabeth Kleinhenz
No abstract provided.
Learning On The Spot: Site Based Teacher Education In Australia, Elizabeth Kleinhenz
Learning On The Spot: Site Based Teacher Education In Australia, Elizabeth Kleinhenz
Dr Elizabeth Kleinhenz
In recent years, some Australian schools and universities have been moving away from traditional modes of teacher education in which pre-service teachers typically undertake their practicums in ‘blocks’ of about four weeks a couple of times a year, to newer models in which they become attached to a school, spending at least two days a week there, undertaking extra-curricular duties and participating in a variety of activities so that they become more like a teacher who actually works in that school than a visitor. In some site-based models, neighbouring schools have joined in clusters or partnerships together with the university …