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Full-Text Articles in Education
The Effect Of Classroom Management Training And Active Or Information-Based Follow -Up On Inexperienced Teachers' Perceived Classroom Behavior Management Effectiveness, Diana L. Casey
Student Work
Inexperienced teachers' perceived classroom effectiveness of their planning and preparation, classroom environment, instruction, and professional responsibilities domains were analyzed to determine the effects of active follow-up compared to information-based follow-up of classroom management training ( N = 50). Inexperienced teachers enrolled in I Can Do It Classroom Management Training were randomly assigned to active follow-up to the training (n = 24) or information-based follow-up to the training ( n = 26). As reflected by the pretest and posttest evaluation form measuring their perceived effectiveness in the domains of planning and preparation, classroom environment, instruction, and professional responsibilities, teachers participating in …
Elementary School Principals' Perceptions Of Their Needs For Professional Development In Instructional Leadership, Michael N. Smith Jr.
Elementary School Principals' Perceptions Of Their Needs For Professional Development In Instructional Leadership, Michael N. Smith Jr.
Student Work
The purpose of this study was to assess Nebraska elementary principals' perceptions of their need for further instructional leadership professional development. Relationships were examined between the Nebraska elementary principals' perceptions and various demographic variables. The independent variables were defined as (1) the principal's personal characteristics—age, gender, years of teaching experience, highest degree earned, age at first administrative appointment, years of experience as a principal, years in current position, and (2) the individual elementary school's characteristics—school size, district size, grades embraced by the school, and the school's socio-economic status.
Instructional Methods And Efficacy Of Teachers Trained In Differentiated Instruction, Patricia A. Crum
Instructional Methods And Efficacy Of Teachers Trained In Differentiated Instruction, Patricia A. Crum
Student Work
This study examined the instructional methods and efficacy of teachers involved in a two-part district staff development project in differentiated instruction. Responses from 194 kindergarten through twelfth grade teachers on a self-perception survey were collected after an initial district staff training and implementation and again after involvement in a second teacher centered district staff development plan in differentiated instruction with implementation time. The data collected were analyzed to determine what instructional methods and efficacy the staff displayed and to determine whether a change in teachers' perceptions occurred during the 9-month period following the second district plan.
Teachers' Perceptions Of Technology Professional Development In A Suburban School District, Victoria Ann Kaspar
Teachers' Perceptions Of Technology Professional Development In A Suburban School District, Victoria Ann Kaspar
Student Work
The purpose of this survey study was to explore teachers' perceptions of technology professional development. Data were gathered by using an online survey sent out electronically to randomly selected teachers in a suburban school district. Statistically significant differences in teacher's perceptions of technology professional development were found between middle and high school teachers and among the teachers with varied technology experience. Some of the other demographic variables studied included age, gender, school subject taught, years of teaching experience, and technology course topic.