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Full-Text Articles in Education
Place-Based Education: An Impetus For Teacher Efficacy, Tamara Chase Coleman
Place-Based Education: An Impetus For Teacher Efficacy, Tamara Chase Coleman
Dissertations
This research investigated professional development in place-based (PB) methodology on the efficacy of science teachers. While teachers are expected to use best practices they do not always implement them due to a lack of efficacy in implementation. A professional development program (PD) was designed to increase confidence among teachers planning to incorporate PB methods. Place-based education (PBE) is recognized as a best-practice among professional educators. PBE includes the selection, design and engagement with science using the geographic place as the content. The literature reports that student learning and teacher efficacy will improve when teachers are prepared effectively in PB practices. …
Transforming Writing Teachers: Two Professional Development Possibilities, Jessica Gallo, Bailey Herrmann
Transforming Writing Teachers: Two Professional Development Possibilities, Jessica Gallo, Bailey Herrmann
Teaching/Writing: The Journal of Writing Teacher Education
This article focuses on two professional development opportunities, The National Writing Project and Mindfulness-Based Stress Reduction, that provide transformative experiences for teachers. These two programs offer opportunities for meaningful, situated, and complex professional development that focus on the person and the professional.
A “Great Balancing Act:” Becoming Dexterous And Deft With New Literacies Pedagogy, Jill Mcclay, Shelley Stagg Peterson, Christine Portier
A “Great Balancing Act:” Becoming Dexterous And Deft With New Literacies Pedagogy, Jill Mcclay, Shelley Stagg Peterson, Christine Portier
Teaching/Writing: The Journal of Writing Teacher Education
In response to recent mandates in literacy curricula, literacy teachers must integrate Web 2.0 and new literacies perspectives into their writing instruction. Such transitions in their pedagogy, however, are often accomplished without adequate support or opportunities for professional development. How do teachers approach the difficult task of changing their perspectives to take new literacies practices into account? This article traces the learning and pedagogical practices of five teachers who worked with the authors in a dual-sited action research study (one in a large urban district, one in a small rural district) for more than two years. We present two themes …
District Mandated Changes In Technology And Inquiry-Based Instruction, Mulonge Musa Kalumbula
District Mandated Changes In Technology And Inquiry-Based Instruction, Mulonge Musa Kalumbula
Dissertations
Federal and state mandates aimed at improving the American K-12 school system abound (Spillane, 2004). Federal legislation of the No Child Left Behind Act of 2001 (NCLB, 2002), and state-mandated curriculum are aimed at improving teaching and learning thus ultimately improving student achievement. The purpose of this phenomenology study was to examine the experiences of 7 middle and high school social studies teachers through district-mandated changes in inquiry-based instruction and technology-integrated lessons. By capturing how individual teachers experience mandated changes, this research aimed to discover the existence of policy coherence within a district as it translated federal and state policy …
The Influence Of Teacher Leadership And Professional Learning On Teachers’ Knowledge And Change Of Instructional Practices In Low Performing Schools, Christen Conklin Topolinski
The Influence Of Teacher Leadership And Professional Learning On Teachers’ Knowledge And Change Of Instructional Practices In Low Performing Schools, Christen Conklin Topolinski
Dissertations
A cross-sectional survey was utilized in this study to explore the perceptions of teacher in low performing schools. These perceptions concerned the influence of teacher leadership and professional learning on their changes in knowledge and instructional practices. Research advises that in order to help students grow, teachers must engage in professional learning activities which help them to develop and master new instructional strategies (Bredeson & Scribner, 2000; DuFour & Marzano, 2012; Harrison & Killion, 2007). Research also suggests that distributed leadership can have a positive influence on the professional culture in a building, creating a positive learning environment for both …