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Full-Text Articles in Education
Training Together: State Policy And Collective Participation In Early Educator Professional Development, Anne Douglass, Alice Carter, Frank Smith, Sherri Killins
Training Together: State Policy And Collective Participation In Early Educator Professional Development, Anne Douglass, Alice Carter, Frank Smith, Sherri Killins
New England Journal of Public Policy
This study used one state’s early care and education work-force registry and professional development attendance data to examine early educator patterns of professional development participation and the extent of collective participation. The article presents the concept of collective participation in professional development, discusses its potential benefits, and highlights the utility of statewide digital tracking of early educators’ patterns of professional development for informing policy. Results show that collective participation is uncommon in early education and care but can be increased through professional development policy decisions. The article concludes with implications for research and policy.
Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among In-Service Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou
Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among In-Service Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou
Australian Journal of Teacher Education
This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by national and international organizations. Researchers contend that for instruction to change, educational beliefs about mathematics and teaching must change. Regression analyses indicated that mathematics-teaching experience was associated with teachers’ self-efficacy for teaching mathematics at the onset of professional development and the number of mathematics college courses teachers had taken moderated their …