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Teacher Education and Professional Development

Professional development

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Full-Text Articles in Education

Renovating Science Professional Development To Meet Teachers’ Needs, Julie Thiele, Ollie Bogdon May 2020

Renovating Science Professional Development To Meet Teachers’ Needs, Julie Thiele, Ollie Bogdon

The Advocate

In order to meet the needs of elementary in-service teachers, renovated professional learning, including the components of the Effective Science Professional Development Model is vital. Increasing teachers’ pedagogical content knowledge, engaging teachers in investigations, school-year coaching with the underlying theme of collaboration are encompassed in the four key components of the renovated model. Experiences shared in the article, the successes and challenges of implementing professional development with the focus of shifting science education to hands-on investigations in doing science, provide leaders in science education the opportunity to explore effective professional development opportunities and utilize this model in their schools to ...


Teacher Perceptions And Implementation Of A Content-Area Literacy Professional Development Program, Osha Lynette Smith, Rebecca Robinson May 2020

Teacher Perceptions And Implementation Of A Content-Area Literacy Professional Development Program, Osha Lynette Smith, Rebecca Robinson

Journal of Educational Research and Practice

The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual ...


Determining Human Development Competency Training Needs Of Fcs Extension Professionals, Alligrace Story, Alisha M. Hardman, Marina D. Denny, Geoff Denny Apr 2020

Determining Human Development Competency Training Needs Of Fcs Extension Professionals, Alligrace Story, Alisha M. Hardman, Marina D. Denny, Geoff Denny

Southeastern Council on Family Relations Conference

Extension agents with Family and Consumer Sciences (FCS) programmatic responsibilities come from a variety of backgrounds but are expected to implement educational programs across FCS knowledge areas. This study examined [state] University Extension personnel’s perceived importance of and perceived ability related to human development competencies. There was a significant difference between how specialists (state-level) and agents (county-level) perceived the importance of three of the five human development concepts. Most agents’ perceived their ability across the human development competencies to be average or just above average. Using the perceived importance and perceived ability data from the agents, next steps include ...


Increasing Trust And Teacher Voice In Order To Improve Teacher Evaluation In Chicago, Tim Riff Apr 2020

Increasing Trust And Teacher Voice In Order To Improve Teacher Evaluation In Chicago, Tim Riff

Dissertations

Chicago Public Schools’ teacher evaluation program includes cycles of observation and feedback as well as student test scores to determine teacher evaluation scores. Teachers have expressed support for and trust in this teacher evaluation program, yet they have misgivings about the inclusion of standardized student test scores. An examination of best practices in teacher evaluation and its implementation in Chicago, through the voices of the teachers and evaluators, identifies opportunities for improvement. By supporting teachers and administrators to engage in professional conversations, offering teachers a voice in how teacher evaluation is implemented, and eliminating the use of standardized student test ...


Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin Mar 2020

Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin

Journal of Educational Research and Practice

This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a ...


Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding Mar 2020

Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding

Talks and Presentations: Department of Teaching, Learning and Teacher Education

With the widespread adoption and adaption of the Next Generation Science Standards (NGSS) and its implicit focus on inquiry-based instruction, reformed science teaching practices are critically important to meeting the U.S. vision of scientific literacy for all students. Thus, the role of teacher learning through both teacher preparation and professional development must be well understood and informed through empirical findings. Accordingly, the theme of this NARST conference paper set is to identify effective science teaching practices using the lens of the NGSS science and engineering practices (SEPs), science subject matter knowledge, and equitable teaching practices. We found that inquiry-based ...


A Grounded Theory Of Professional Development Preferences Of Millennial Educational Professionals, Bobbie M. Downs Feb 2020

A Grounded Theory Of Professional Development Preferences Of Millennial Educational Professionals, Bobbie M. Downs

Theses and Dissertations

The purpose of this grounded research study is to answer the question: How should professional development be designed to best meet the preferences of educational professionals of the millennial generation? As the workplace, including the field of education, becomes more generationally diverse, it is education leaders who must learn the unique needs of their staff members and develop meaningful professional development opportunities that meet these requirements. Both generational cohort theory and transformative learning theory became the underpinnings of the research. The research was conducted primarily through qualitative interviews at an educational services commission in New Jersey. A theory about millennial ...


The Influence Of Professional Development Methods On Student Mathematics Performance In New Jersey Public Elementary Schools, Xanthy Karamanos Feb 2020

The Influence Of Professional Development Methods On Student Mathematics Performance In New Jersey Public Elementary Schools, Xanthy Karamanos

Seton Hall University Dissertations and Theses (ETDs)

This quantitative study was developed to determine the influence of professional development methods on student academic performance in elementary mathematics. The study also reviews the relationship between content that was delivered in professional development programs and student performance. Additionally, the research analyzes the difference in student math performance when professional development decisions are made by administrators versus a mixed group of stakeholders. An online survey was conducted to collect data from district- and school-level administrators in New Jersey public school districts that serve elementary students from grades three to six. The study includes representation from 11.4% of public school ...


The Changing Profile Of Ecs Teachers, Steven Mcgee, Lucia Dettori, Ronald I. Greenberg, Andrew M. Rasmussen, Dale F. Reed, Don Yanek Feb 2020

The Changing Profile Of Ecs Teachers, Steven Mcgee, Lucia Dettori, Ronald I. Greenberg, Andrew M. Rasmussen, Dale F. Reed, Don Yanek

Computer Science: Faculty Publications and Other Works

This study compares the characteristics and professional development (PD) experiences between teachers who began teaching Exploring Computer Science before and after the enactment of a CS graduation requirement in the Chicago Public Schools. The post-requirement teachers were less likely to have a CS background, but their experience in the ECS PD and their level of confidence at the end of the PD were equivalent to the early adopters.


A Narrative Inquiry To Explore The Connection Between Gender And Discipline In Grades Pre-K–8, Nicole Salazar Feb 2020

A Narrative Inquiry To Explore The Connection Between Gender And Discipline In Grades Pre-K–8, Nicole Salazar

All Dissertations, Theses, and Capstone Projects

Because behavioral discipline can impact children’s development, it is important to ensure that educators work in fair and unbiased ways with all children, across gender, race, and other groups. Biased disciplining of children’s behavior in classrooms can occur as micro-aggressions (McCabe, 2009), sometimes counter to what educators may believe about their own behavior. As a means of raising awareness of gender-biased treatment in classrooms, this thesis involved narrating – a dynamic activity that elicits accounts of events – and thus as a means of reflecting on behavior in everyday practices. Educators anonymously completed a questionnaire requesting narratives of various disciplinary ...


Influential Fellows: A Professor And Writing Fellows Reflect On Identities, Feedback, And Communities, Sharlene Gilman, Paxton Beck, Nancy Zola Jan 2020

Influential Fellows: A Professor And Writing Fellows Reflect On Identities, Feedback, And Communities, Sharlene Gilman, Paxton Beck, Nancy Zola

Teaching/Writing: The Journal of Writing Teacher Education

Insufficient attention has been directed to first year and first generation developmental writing students whose courses involve embedded peer and near-peer tutors. This article explores the learning communities and learning and teaching identities mutually constructed by one professor of developmental composition and two Writing Fellows who are secondary English education majors through working together with our population, and how relationship dynamics impacted identities and curricular choices.


A Smarter Way To Make Early And Mid-Career Decisions, Franklin L. Runge, Alyson Drake, Austin Martin Williams Jan 2020

A Smarter Way To Make Early And Mid-Career Decisions, Franklin L. Runge, Alyson Drake, Austin Martin Williams

Library Scholarship

Libraries set themselves apart as safe spaces for people of all ages to learn, explore, and share new ideas. That being said, how comfortable are you talking to your colleagues about making a career move? Do you have reliable information to help you make decisions?


Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff Jan 2020

Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff

MERC Publications

This report presents findings from the Metropolitan Educational Research Consortium (MERC) Cultural Diversity Within Schools Survey. This survey was designed for school- based professionals (i.e., teachers, instructional staff, administrators) within the MERC region. Administered in the fall of 2018, the survey collected information about experiences of professional development related to cultural diversity, attitudes toward cultural diversity within schools, perceptions of barriers and opportunities, and perspectives on the need for professional development. Section 1 of the report discusses the context for this survey effort: increased cultural diversity in our schools, increased cultural mismatch between students and teachers, and multicultural education ...


Inside Collaborative Communities: Teachers' Perceptions Of The Collaborative Process, Pamela Ann Evors Jan 2020

Inside Collaborative Communities: Teachers' Perceptions Of The Collaborative Process, Pamela Ann Evors

UNF Graduate Theses and Dissertations

Abstract

The purpose of this qualitative study was to understand teachers’ perceptions of the collaborative process and how it affected their classroom practices. The research question was “What are the perceptions held by experienced public elementary-school teachers in a large urban school district in the southeastern United States regarding the collaborative process in their school settings?”

The research design used semi-structured, in-depth interviews with a specific group of public elementary-school teachers who had extensive professional development and experience with the collaborative process, either in co-teaching settings or in frequent collaboration with colleagues. Using the process of educational criticism (Eisner, 1998 ...


Elaborating A Model For Teacher Professional Learning To Sustain Improvement In Teaching Practice, Pauline W. Thompson, Jeana A. Kriewaldt, Christine Redman Jan 2020

Elaborating A Model For Teacher Professional Learning To Sustain Improvement In Teaching Practice, Pauline W. Thompson, Jeana A. Kriewaldt, Christine Redman

Australian Journal of Teacher Education

: Effective professional learning is acknowledged as a key lever to improve teacher practice. However, many studies report significant variation in the effectiveness of the types of programs on offer. Recently, there has been a move from the traditional single-event, passive approach to more collaborative and ongoing forms of professional learning. Interestingly, researchers have paid little attention to understanding the experience of professional learning from the teachers’ viewpoint. This research sought to develop this understanding by following the attitudes and behaviours of a group of secondary teachers as they participated in an ongoing professional learning program. This professional learning program tracked ...


Reflective Practice: The Impact Of Self-Identified Learning Gaps On Professional Development, Joanna C. Weaver, Matthew Ryan Lavery, Sarah Heineken Dec 2019

Reflective Practice: The Impact Of Self-Identified Learning Gaps On Professional Development, Joanna C. Weaver, Matthew Ryan Lavery, Sarah Heineken

Journal on Empowering Teaching Excellence

The ebb and flow of education creates unique challenges within educational programming. Universities are charged with the directive to offer more diverse field experiences within their course requirements. As a result of the directive, not every topic nor instructional scenario can be addressed in the program coursework, challenging the programs to bridge the pedagogical learning gaps of their candidates. The purpose of the professional development (PD) being studied was to connect pedagogical methods to candidates’ own learning by providing self-selected PD with instructional tools that candidates could directly put into practice. The self-selected PD based on self-reflection of knowledge had ...


Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 2 Dec 2019

Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 2

Journal on Empowering Teaching Excellence

The full Spring 2019 issue (Volume 3, Issue 2) of the Journal on Empowering Teaching Excellence.


Practice-Based Coaching And Early Childhood Professional Standards In A Diverse Field, Julie Betthauser Dec 2019

Practice-Based Coaching And Early Childhood Professional Standards In A Diverse Field, Julie Betthauser

Graduate Teacher Education

Abstract

The field of early childhood education has long relied on professional development strategies to support teachers with varying degrees of education who enter the field from a variety of disciplines. Research indicated educators needed intensive and individualized professional development efforts that were integrated into daily practice (Rodgers, Kennedy, VanUitert, & Myers, 2019). Practice-based coaching has been used as a professional development strategy in early childhood classrooms to develop educators’ knowledge and skills in best practices for young children. Thirty-two empirical studies conducted since 2011 on the process, effectiveness, and assessment of practice-based coaching were reviewed to identify coaching components, processes ...


The Teaching And Learning International Survey 2018. Australian Report Volume 1: Teachers And School Leaders As Lifelong Learners, Sue Thomson, Kylie Hillman Nov 2019

The Teaching And Learning International Survey 2018. Australian Report Volume 1: Teachers And School Leaders As Lifelong Learners, Sue Thomson, Kylie Hillman

OECD Teaching and Learning International Survey (TALIS)

The OECD Teaching and Learning International Survey (TALIS) collects internationally comparable data on the learning environment and the working conditions of teachers and principals in schools across the world. The results of the survey continue to provide valid, timely and comparable information from the perspective of school practitioners to help countries review and define policies for developing a high-quality teaching profession. Australia’s participation in TALIS 2018 was managed by the Australian Council for Educational Research (ACER). A total of 6603 teachers and 453 principals from a representative sample of primary and secondary schools across Australia participated in TALIS 2018 ...


Hashtags And Pins In Education: Digital Native Educators In Digital Habitats., Kelly Pilgrim Cassidy Oct 2019

Hashtags And Pins In Education: Digital Native Educators In Digital Habitats., Kelly Pilgrim Cassidy

Doctor of Education in Instructional Technology Dissertations

As technology becomes more ubiquitous in society, education cannot ignore the impact it is having on education. This research seeks to understand how Digital Native educators are using Digital Habitats in their professional practice. By gaining a deeper understanding of how educators use Digital Habitats, including their tools, like hashtags and pins, we can begin to develop ways to incorporate these skills into our teacher preparation programs. The knowledge gained from this study can help administrators, technology leaders and coaches to better understand their Digital Native teachers and how they are using these technology tools in their professional practice. This ...


The Effect Of Teacher Professional Development On Implementing Engineering In Elementary Schools, Teresa Porter, Meg E. West, Rachel L. Kajfez, Kathy L. Malone, Karen E. Irving Sep 2019

The Effect Of Teacher Professional Development On Implementing Engineering In Elementary Schools, Teresa Porter, Meg E. West, Rachel L. Kajfez, Kathy L. Malone, Karen E. Irving

Journal of Pre-College Engineering Education Research (J-PEER)

Increased attention on the implementation of engineering education into elementary school classrooms aims to start preparing students early for potential engineering careers. In order to efficiently and effectively add engineering concepts to the curriculum, appropriate development and facilitation of engineering design challenges are required. Therefore, professional development programs are necessary to educate teachers about engineering and how to adequately teach it. This paper explores the effects of an engineering professional development program for practicing teachers. The program included training elementary teachers about how to implement units from Engineering is Elementary (EiE) by the Science Museum of Boston into their classes ...


Pd In International Schools: Getting The Right Message Out, Niall Johnson Aug 2019

Pd In International Schools: Getting The Right Message Out, Niall Johnson

The Organizational Improvement Plan at Western University

This Organisational Improvement Plan aims to outline how to improve the organisation and delivery of professional development at a for-profit international school in the Middle East. It examines the organisational context of the school, and the structure of the greater system of which it is part. The role of its regional context is discussed, with the effect on the operation of the school made plain. As a vision for change must rest on solid theoretical foundations, the conceptual lens through which the problem of practice is explored, as are appropriate issues that arise in relevant literature. It then examines the ...


Mathamigos: A Community Mathematics Initiative, James C. Taylor, Delara Sharma, Shannon Rogers Aug 2019

Mathamigos: A Community Mathematics Initiative, James C. Taylor, Delara Sharma, Shannon Rogers

Journal of Math Circles

We present a broad, and we think novel, community mathematics initiative in its early stages in Santa Fe, New Mexico. At every level, the program embraces community-wide collaboration—from the leadership team, to the elements of the mathematics being implemented (primarily math circles and the Global Math Project’s Exploding Dots), to the funding model. Our MathAmigos program falls within two categories of math circle-related programs: outreach and professional development (PD). In outreach, we work with the Santa Fe Public School district (administration, teachers, students, and parents) and the City of Santa Fe government (our funders via a two-year contract ...


Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro Jul 2019

Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro

Doctoral Dissertations

This dissertation examines the impact of a district-wide professional development initiative to foster equitable pedagogies and practices for emergent bilingual students. The initiative spanned five years, 2012-2017, across one of the largest school districts in the Northeast. This quasi-experimental, mixed methods case study was conducted across twelve schools to investigate the efficacy of a sheltered instruction professional development program in three areas: 1) teacher learning and knowledge about sheltered instructional practices (n=1457) and application of the newly learned practices (n=70), 2) student learner outcomes, as measured by a standardized assessment, through three cohorts of third through eighth graders ...


Middle School Teachers’ Perceptions Of The Integration Of Technology Into Pedagogy, Joe George Gerez Jul 2019

Middle School Teachers’ Perceptions Of The Integration Of Technology Into Pedagogy, Joe George Gerez

All Theses And Dissertations

The aim of this qualitative exploratory case study was to examine middle school teachers’ perceptions of the integration of technology into pedagogy. Data collection occurred from analyzing middle school teacher’s experiences, observations, and motivation following a technological implementation initiative into pedagogy. The evaluation of the study data included the analysis of surveys and interpretation of in-depth interviews of teachers. A pedagogical focus on teacher integration of technology supported by the self-determination theory as the research study’s theoretical framework examining human motivation was appropriated to the case study. As educational leaders face significant challenges in understanding the impact of ...


“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen Jun 2019

“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen

Mark Hofer

Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including TPACK) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed activity type taxonomies. In ...


A Phenomenological Investigation Of Early Childhood Education Preparation And Experiences Of California Certificated Elementary School Educators Assigned To Transitional Kindergarten, Elizabeth A. Golchert Jun 2019

A Phenomenological Investigation Of Early Childhood Education Preparation And Experiences Of California Certificated Elementary School Educators Assigned To Transitional Kindergarten, Elizabeth A. Golchert

Ed.D. Dissertations

This dissertation represents original, independent research that is a contribution of new knowledge to the field of educational practice. As a new phenomenon in the California public school system, transitional kindergarten (TK) is now bringing about a closer look by researchers at legislative practices, TK program implementation, local school district policies, teacher preparation, and teacher implementation of best practices related to the education of children of approximately four years of age. The purpose of conducting this study was to broadly examine these topics, but more specifically, investigate the problem of children being assigned to teachers who do not have the ...


A Phenomenological Investigation Of Early Childhood Education Preparation And Experiences Of California Certificated Elementary School Educators Assigned To Transitional Kindergarten, Elizabeth A. Golchert Jun 2019

A Phenomenological Investigation Of Early Childhood Education Preparation And Experiences Of California Certificated Elementary School Educators Assigned To Transitional Kindergarten, Elizabeth A. Golchert

CUP Ed.D. Dissertations

This dissertation represents original, independent research that is a contribution of new knowledge to the field of educational practice. As a new phenomenon in the California public school system, transitional kindergarten (TK) is now bringing about a closer look by researchers at legislative practices, TK program implementation, local school district policies, teacher preparation, and teacher implementation of best practices related to the education of children of approximately four years of age. The purpose of conducting this study was to broadly examine these topics, but more specifically, investigate the problem of children being assigned to teachers who do not have the ...


Transforming Professional Development For Today's Educational Environment, Amy L. Geurkink-Coats, Richard A. Regina Jun 2019

Transforming Professional Development For Today's Educational Environment, Amy L. Geurkink-Coats, Richard A. Regina

Dissertations

Professional development is vital to education. It provides an opportunity for continued growth and learning for educators throughout their career. While teachers earn credentials and certification through a university, professional development is intended to hone skills and help teachers evolve in an ever-changing landscape. The changing landscape may involve technology, generational needs, or broader societal interests. This research is an analysis of the implementation of transformational professional development in one large suburban Midwestern school district and one large Midwestern high school in another district. It analyzes data regarding professional development and examines literature that studies teacher participation, attitudes, and transfer ...


Teacher Professional Development And The Seven 21st Century Survival Skills: A Program Evaluation, Nykowanna Sloan Jun 2019

Teacher Professional Development And The Seven 21st Century Survival Skills: A Program Evaluation, Nykowanna Sloan

Dissertations

This evaluation examined the extent to which one 6-12 school in an urban school district used professional development to support teachers’ inclusion of 21st century survival skills (Wagner et al., 2008) in classroom instruction. Through collecting quantitative and qualitative data from stakeholders using surveys and interviews, this study revealed how effectively teachers are or are not being instructed to teach the post-graduate survival skills necessary for student success. This study included commentary on the needed changes in leadership determined by the evaluation of the program. Outcomes of this study outline an essential new program and a change in policy that ...