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Full-Text Articles in Education
Online Professional Development: Criteria For Selection By Teachers And Evaluation By Administrators, Joshua C. Elliott
Online Professional Development: Criteria For Selection By Teachers And Evaluation By Administrators, Joshua C. Elliott
Education Faculty Publications
The purpose of the current qualitative case study was to explore which criteria administrators in a mid-sized public school district in Connecticut use when evaluating whether an online professional development program meets the needs of both the district and the teachers. The study also explored which criteria teachers use when they are selecting an online professional development program. The first research question was, what criteria do school administrators use in evaluating online professional development programs as effective professional development for teachers? The second research question was, what criteria do teachers use in selecting online professional development programs? Data were collected …
Understanding Teacher Perceptions Of Bullying And Effectiveness Of An Anti-Bullying Policy: A Case Study Of Suburban High School Teachers In The Southwestern U.S., James Isom
Doctoral Dissertations and Projects
The purpose of this multiple-case study was to understand teacher perceptions of bullying and the effectiveness of the current anti-bullying policy of a suburban district in the southwestern U.S. Teacher perceptions will be generally defined as what teachers personally believe about bullying and how they perceive the effectiveness of the district's anti-bullying policy. Data was collected from three sources, interviews, teacher journals, and observations. Cross case synthesis was used to treat each case separately and then combine identified themes across cases. Data showed that teachers perceive the policy to be somewhat effective. However, significant gaps exist that need to be …
Teach Next Year – Curriculum & Instruction Department, Lisa M. Gonsalves, Alicia Savannah
Teach Next Year – Curriculum & Instruction Department, Lisa M. Gonsalves, Alicia Savannah
Office of Community Partnerships Posters
The NOYCE Phase II project aimed “to increase the number of highly qualified STEM graduates entering the teaching profession, to prepare those teachers to be able to teach a wide range of urban students, and to build a continuum of teacher development for those teachers in their early teaching careers.” A report contained commendations and recommendations for the UMASS Boston TNY Program, based on analysis of data collected from the 2013 EOY survey that addressed the five NOYCE Phase II goals, and the Commonwealth of Massachusetts Competency Standards for teachers.
Situational Interest In Professional Development, Jean Stevens
Situational Interest In Professional Development, Jean Stevens
Honors College
In this case study we look at three cases of situational interest during a teacher professional development workshop. The cases were selected because they illustrate events where multiple teachers exhibited spontaneous interest in a geologic feature or phenomena. This research was conducted at a three-day professional development workshop on the seashore in the northeastern part of the United States. The professional development involved 17 middle school teachers who spent the three days at three different locations learning about the geologic history at those locations. In this study, we express the signs of interest shown by the teachers in each case …
Strategies For Overcoming Common Obstacles In The Online Environment: Issues In Virtual School Teaching, Michael K. Barbour, Kelly L. Unger
Strategies For Overcoming Common Obstacles In The Online Environment: Issues In Virtual School Teaching, Michael K. Barbour, Kelly L. Unger
Education Faculty Publications
K-12 online learning or virtual schooling has seen substantial growth in the United States over the past two decades. While the practice of virtual schooling has exploded, the availability of research-based best practices to guide teachers working in these environments is lacking. This chapter presents four cases from Michigan Virtual School (MVS) teachers that examine a variety of issues that virtual school teachers face when facilitating K-12 student learning in the online environment, including strategies to provide substantive feedback in English Language Arts, methods for addressing the demonstration of mathematical computations, using Web 2.0 tools to increase interaction in an …