Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (21)
- Higher Education (8)
- Educational Assessment, Evaluation, and Research (7)
- Educational Leadership (5)
- Curriculum and Instruction (4)
-
- Educational Administration and Supervision (4)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (4)
- Science and Mathematics Education (4)
- Early Childhood Education (2)
- Educational Methods (2)
- Elementary and Middle and Secondary Education Administration (2)
- Social and Behavioral Sciences (2)
- Adult and Continuing Education and Teaching (1)
- Community College Leadership (1)
- Engineering (1)
- Higher Education and Teaching (1)
- Language and Literacy Education (1)
- Library and Information Science (1)
- Mathematics (1)
- Other Teacher Education and Professional Development (1)
- Physical Sciences and Mathematics (1)
- Scholarship of Teaching and Learning (1)
- Secondary Education and Teaching (1)
- Special Education Administration (1)
- Institution
-
- Fort Hays State University (4)
- Georgia Southern University (3)
- University of Nebraska - Lincoln (3)
- Western Washington University (3)
- Australian Council for Educational Research (ACER) (2)
-
- Brigham Young University (2)
- East Tennessee State University (2)
- Mississippi State University (2)
- Selected Works (2)
- University of Connecticut (2)
- University of Tennessee, Knoxville (2)
- Central Washington University (1)
- Clemson University (1)
- George Fox University (1)
- Grand Valley State University (1)
- James Madison University (1)
- Kennesaw State University (1)
- Marshall University (1)
- Old Dominion University (1)
- Technological University Dublin (1)
- The University of Notre Dame Australia (1)
- The University of Southern Mississippi (1)
- University of Central Florida (1)
- University of Denver (1)
- University of Massachusetts Amherst (1)
- University of Nebraska at Omaha (1)
- University of Nevada, Las Vegas (1)
- University of South Florida (1)
- Virginia Commonwealth University (1)
- Publication
-
- Academic Leadership: The Online Journal (4)
- Electronic Theses and Dissertations (4)
- Office of Institutional Effectiveness (3)
- Department of Educational Administration: Dissertations, Theses, and Student Research (2)
- Doctoral Dissertations (2)
-
- Faculty Publications (2)
- NERA Conference Proceedings 2010 (2)
- The Rural Educator (2)
- Theses and Dissertations (2)
- Advance (1)
- All Dissertations (1)
- All Graduate Projects (1)
- Carol M. Trivette (1)
- Conference papers (1)
- Dr Julie Kos (1)
- Education Conference Papers (1)
- Educational Foundations & Leadership Theses & Dissertations (1)
- Faculty Publications - College of Education (1)
- Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (1)
- Journal of Global Initiatives: Policy, Pedagogy, Perspective (1)
- Library Annual Reports (1)
- Masters Theses, 2010-2019 (1)
- Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications (1)
- Numeracy (1)
- OECD Teaching and Learning International Survey (TALIS) (1)
- Open Access Dissertations (1)
- Peer Reviewed Articles (1)
- Research Digest (1)
- Teacher Education Faculty Publications (1)
- Theses, Dissertations and Capstones (1)
Articles 1 - 30 of 45
Full-Text Articles in Education
The Impact Of Job-Embedded Professional Development Coaches On Teacher Practice., Donna T. Hamblin Morgan
The Impact Of Job-Embedded Professional Development Coaches On Teacher Practice., Donna T. Hamblin Morgan
Electronic Theses and Dissertations
The intent of this qualitative study was to understand the impact of job-embedded professional development coaches on teacher practice. Coaches in this study worked with teachers to plan lessons, model lessons with feedback, and disaggregate data. This qualitative study was conducted using interviews of coaches to gain their perceptions of the work they did with teachers and how this work influenced teacher practice. Teachers were interviewed to determine their perceptions of the impact coaches' work had on their classroom practices. Analysis of the coaches and teachers' reflective journals was also conducted to establish the participants' perceptions of their work together …
Centering The Voices Of South Carolina's Early Care And Education Teachers: A Multi-Case Study Examining How They Select And Are Informed By Professional Development, Lenna Young
All Dissertations
The purpose of this dissertation is to contribute to the existing literature focused on quality early care and education (ECE). Specifically, this study examines two main research questions: (1) How do teachers in South Carolina licensed, privately-funded ECE programs select professional development opportunities and (2) How does participating in professional development inform their practices? These questions are particularly significant in light of the minimal requirements for teachers to enter the ECE field in South Carolina. Due to the low entry requirements for ECE teachers, professional development can play a key role in transforming minimally qualified individuals into teachers who care …
Elementary Teachers' Assessment Beliefs And Practices, Sarah Calveric
Elementary Teachers' Assessment Beliefs And Practices, Sarah Calveric
Theses and Dissertations
Increased state and federal accountability measures have made the assessment of student performance one of the most critical responsibilities of classroom teachers; yet, inadequate opportunities for preservice and inservice training leave many teachers feeling ill-prepared for this task. Adding to the complexity of building teachers’ assessment literacy is the relationship between assessment beliefs and classroom assessment practices. This quantitative study utilizes a validated, online survey to examine how elementary teachers’ (n = 79) define their assessment beliefs (conceptions) and how these beliefs influence which assessment practices are valued within the classroom. Findings suggest that despite teachers’ limited exposure to assessment …
2010 Exit Survey Of Graduate Students Completing Degrees Fall 2009, Winter 2010, Spring 2010, And Summer 2010, Descriptive Statistics: Addendum, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim, Michael Barr
2010 Exit Survey Of Graduate Students Completing Degrees Fall 2009, Winter 2010, Spring 2010, And Summer 2010, Descriptive Statistics: Addendum, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim, Michael Barr
Office of Institutional Effectiveness
The graduate exit survey is a quarterly survey of all graduate students set to finish their degrees. This survey is fully explained and documented in “2010 Exit Survey of Graduate Students Completing Degrees Fall 2009, Winter 2010, Spring 2010, and Summer 2010” which may be found on the Office of Survey Research’s website (http://www.wwu.edu/socad/osr/). This addendum breaks down the data from that survey by college and department. Hopefully, this data will provide a finer degree of analysis allowing departments and colleges greater latitude in their self-evaluation efforts.
Passing Notes In School: Effects Of Teacher-To-Teacher Written Praise On School Community, Julie Nelson, Paul Caldarella
Passing Notes In School: Effects Of Teacher-To-Teacher Written Praise On School Community, Julie Nelson, Paul Caldarella
Faculty Publications
Research exploring school improvement and professional development suggests that teachers want to work collaboratively in professional communities (DeFour, 2004).
An Ihe/Lea Research Partnership: Closing The Achievement Gap Through Differentiated Professional Development For Preschool Educators, Maureen Mcsparran Ruby, Ann Anderberg
An Ihe/Lea Research Partnership: Closing The Achievement Gap Through Differentiated Professional Development For Preschool Educators, Maureen Mcsparran Ruby, Ann Anderberg
NERA Conference Proceedings 2010
This paper describes results from an Early Reading First project that is closing the gap between English and Spanish speaking preschoolers and supporting teachers through professional development and coaching. A university and school district research partnership is transforming 15 preschool classrooms serving low-income families into sites of educational excellence. After intensive classroom language and literacy interventions and professional development of teachers and support staff, improvements in both outcomes on English assessments of early literacy for both English and Spanish speaking children and on a Teacher Knowledge Test for teachers and paraprofessionals were seen.
Building A Successful Partnership Between A University And Local School Districts., Catherine Tannahill, Jeanelle Day
Building A Successful Partnership Between A University And Local School Districts., Catherine Tannahill, Jeanelle Day
NERA Conference Proceedings 2010
This paper describes the use of the Collaborative/Cooperative Model of staff development as a means for providing content knowledge and pedagogical skills to middle school teachers. The study involved four sequential one-year projects to increase science (and related mathematics and literacy) content knowledge and skills. The research question addressed: What is the most effective staff development model to provide science (and related mathematics and literacy) content knowledge and skills to middle school teachers? The study involved an intensive two week workshop at the beginning with on-going electronic and formal university based follow-up activities. Using pre-and post testing, participating teachers were …
2010 Exit Survey Of Graduate Students Completing Degrees Fall 2009, Winter 2010, Spring 2010, And Summer 2010: Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim, Michael Barr
2010 Exit Survey Of Graduate Students Completing Degrees Fall 2009, Winter 2010, Spring 2010, And Summer 2010: Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim, Michael Barr
Office of Institutional Effectiveness
Executive Summary: The 2010 Exit Survey of Graduate Students Completing Degrees continues the Office of Survey Research’s (OSR) survey of Graduate students first initiated in 2009. The current survey was administered at the end of each quarter to graduate students slated to graduate that quarter. This report summarizes responses from students who graduated in Fall 2009, Winter 2010, Spring 2010, and Summer 2010. With the help of the Assistant Dean of the Graduate School, this survey was designed to elicit information on program satisfaction, the frequency and scope of academic interaction on and off campus, barriers to success, and plans …
2010 Exit Survey Of Graduate Students Completing Degrees Fall 2009, Winter 2010, Spring 2010, And Summer 2010: Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim, Michael Barr
2010 Exit Survey Of Graduate Students Completing Degrees Fall 2009, Winter 2010, Spring 2010, And Summer 2010: Descriptive Statistics, John M. Krieg, Beth Hartsoch, Linda D. (Linda Darlene) Clark, Grant Fosheim, Michael Barr
Office of Institutional Effectiveness
Executive Summary: The 2010 Exit Survey of Graduate Students Completing Degrees continues the Office of Survey Research’s (OSR) survey of Graduate students first initiated in 2009. The current survey was administered at the end of each quarter to graduate students slated to graduate that quarter. This report summarizes responses from students who graduated in Fall 2009, Winter 2010, Spring 2010, and Summer 2010. With the help of the Assistant Dean of the Graduate School, this survey was designed to elicit information on program satisfaction, the frequency and scope of academic interaction on and off campus, barriers to success, and plans …
Leadership And The Professional Learning Community, Sandra L. Gaspar
Leadership And The Professional Learning Community, Sandra L. Gaspar
Department of Educational Administration: Dissertations, Theses, and Student Research
The purpose of this study was to describe the transformation of one small, rural school district’s professional development program. The study focused on the actions that school leaders took to replace a traditional, workshop-based program that was deemed ineffective with a new professional development model. The new model was designed to create professional learning communities by taking advantage of and further developing teacher leadership.
Within this mixed-methods case study, both survey data and interview data were collected. The study describes (a) internal and external factors that influenced the change, (b) selection and implementation of the model, (c) the cycle 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
“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
Teacher Education Faculty Publications
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 …
Professional Growth Of Special Education Personnel Through The Use Of A Collaborative Process., Stephanie Smith Walker
Professional Growth Of Special Education Personnel Through The Use Of A Collaborative Process., Stephanie Smith Walker
Electronic Theses and Dissertations
This qualitative case study examined how special educators perceived their professional growth as a result of engagement in a collaborative process. Sixteen special educators participated in the research. Triangulation was attained through the use of document review, a focus group, and personal interviews. The 15 themes and patterns that emerged from data collection were: (a) increased expertise and use of technology, (b) exhibited collaborative skills and improved interpersonal relationships, (c) developed increased understanding of curriculum, (d) presented evidence of increased job satisfaction, (e) demonstrated analytical abilities, (f) illustrated enhancement in professional and creative expression, (g) understood the special education supervisor‟s …
The Stories Of Three High School English Teachers Involved In A Collaborative Study Group, Marjoire Ralph
The Stories Of Three High School English Teachers Involved In A Collaborative Study Group, Marjoire Ralph
Theses and Dissertations
The purpose of this action research study was to observe, participate in, and tell the story of teachers involved in a professional development experience. Professional development is an important tool to assist teachers in improving their teaching abilities. After a review of the literature on various forms of professional development and some personal experience with a variety of professional development activities, I created a collaborative study group (CSG) that included three teachers. Their work together was studied using a narrative approach to action research. The stories of these three teachers and their experiences with an informal professional development activity are …
Creating A Masters In Numeracy Program, Eric Gaze
Creating A Masters In Numeracy Program, Eric Gaze
Numeracy
The Master of Science in Numeracy program at Alfred University received full approval from the New York State Education Department (NYSED) in May of 2007. This first-of-its-kind program seeks to provide teachers at all levels, from across the curriculum, the skills, and more importantly the confidence, to introduce relevant quantitative concepts in their own disciplines. Created to be a complement of the MS Ed. in Literacy, the 30-hour MS in Numeracy program consists of four required core courses (Teaching Numeracy, Teaching with Data, Assessment and Learning Theories in Numeracy, and Doing Science and Numeracy), five electives from a list of …
Educational Leadership And The Continued Need For Minority Academic And Professional Organizations In The Obama Age, Lakerri Mack, Montressa Washington, Nia Cantey
Educational Leadership And The Continued Need For Minority Academic And Professional Organizations In The Obama Age, Lakerri Mack, Montressa Washington, Nia Cantey
Academic Leadership: The Online Journal
Educator preparation and development is a major concern in our current school system. Educators are being challenged with higher demands and requirements in preparing our future generations for the 21st century. Becoming a highly qualified teacher in today’s educational system is dependent, in part, by how well teachers work together with their principal and colleagues. The ability to share with others and collaborate for the purpose of providing instruction that is conducive to enhance student development is critical given the many demands that are being put upon the system.
Professional Development Of Efl Teachers In Mexico: Examining Cross-Cultural And Global Linkages, Influences, And Outcomes, Robert A. Devillar, Binbin Jiang
Professional Development Of Efl Teachers In Mexico: Examining Cross-Cultural And Global Linkages, Influences, And Outcomes, Robert A. Devillar, Binbin Jiang
Journal of Global Initiatives: Policy, Pedagogy, Perspective
During the past twenty years, the paradigm of professional development in U.S. education has shifted from an analyitco-incremental model to an integrative-systematic model. The integrative-systematic model focuses on the whole-scale improvement of general student performance through the articulation, implementation, and assessment of standards that apply to teachers and teacher preparation institutions as well as to students. This article addresses the basis for this paradigm shift in the U.S. and the global expansion of the professional development mandate. The authors describe the first phase of a three-year, cross-cultural professional development program involving English-as-a-Foreign Language (EFL) teachers at a private school in …
Building Leadership: The Knowledge Of Principals In Creating Collaborative Communities Of Professional Learning, Chad M. Dumas
Building Leadership: The Knowledge Of Principals In Creating Collaborative Communities Of Professional Learning, Chad M. Dumas
Department of Educational Administration: Dissertations, Theses, and Student Research
Research literature is replete with the importance of collaboration in schools, the lack of its implementation, the centrality of the role of the principal, and the existence of a gap between knowledge and practice--or a "Knowing-Doing Gap." In other words, there is a set of knowledge that principals must know in order to create a collaborative workplace environment for teachers. This study sought to describe what high school principals know about creating such a culture of collaboration.
The researcher combed journal articles, studies and professional literature in order to identify what principals must know in order to create a culture …
Rural And Small Community Educator Responses To State Academic Standards, Carolyn Babione
Rural And Small Community Educator Responses To State Academic Standards, Carolyn Babione
The Rural Educator
Rural and smalltown schoolsare in the midst of revising curriculum to meet state national mandates. This article presents information gained from a two-year grant funded training program for rural teachers focusing on Indian state-mandated curriculum chane. The context in wich teachers teach and their prevailing attitudes and beliefs about students and learning shape how they respond to the state standards in their classrooms. Teachers respond to state standards through a "customized approach" based on personal philosophical orientations to teaching and learning.
Rural Research Brief: Vertical Teaming: K-12 Teachers Engaged In Scientific Research In Rural Settings, Penny J. Gilmer
Rural Research Brief: Vertical Teaming: K-12 Teachers Engaged In Scientific Research In Rural Settings, Penny J. Gilmer
The Rural Educator
Improving the knowledge and skills of practicing K-12 science teachers is our challenge. By doing so, teachers bring a renewed understanding and excitement for science to classrooms and can pass along their enhanced skills and growing expertise to their K-12 students. yet, many K-12 teachers, particularly those in rural areas, find themselves isolated from other scientists and science educators and often have scares resources for experiments and other classroom activities. . . . .This study explores the outcomes of a form of experiential professional development in science education for rural educators that involved teachers working in multi-grade level teams on …
The Effects Of Study Abroad Programs On Teachers' Professional Development, Bahar Mikael
The Effects Of Study Abroad Programs On Teachers' Professional Development, Bahar Mikael
Masters Theses, 2010-2019
Globalization and the state of the world today increase the demands and pressures on nations. The preparation of teachers requires the elevation of international knowledge and experiences to address the diverse needs of societies. This study investigated the effects of study abroad programs on teachers’ personal and professional development. A mixed of data collection methodology consisting of quantitative and qualitative methods were utilized in this study. Thirty-two teachers who experienced a study abroad program were surveyed and 3 educators who accompanied teachers abroad were interviewed. The findings of this study suggested that international experiences have significant effects on teachers’ professional …
International Study Tours And The Development Of Sociocultural Consciousness In K-12 Teachers, Raymond Yu-Kuang Young
International Study Tours And The Development Of Sociocultural Consciousness In K-12 Teachers, Raymond Yu-Kuang Young
Open Access Dissertations
This research study examined the long-term effects of a professional development study tour to Southeast Asia that took place in 2001. Participants included ten public school teachers from Western Massachusetts, which has a significant population of people of Vietnamese and Cambodian descent. Funded by a Fulbright-Hays Group Projects Abroad grant, the purpose of the study tour was to increase teacher awareness, knowledge and understanding of contemporary Southeast Asia so that they could more effectively address the educational needs of students representing diverse cultural backgrounds, particularly immigrant and refugee youth, through the development of culturally relevant curricula and lesson plans. From …
Application And Utility Of The Guskey Professional Development Evaluation Model In A Community College Setting, Amy Hawk Ross
Application And Utility Of The Guskey Professional Development Evaluation Model In A Community College Setting, Amy Hawk Ross
Doctoral Dissertations
The purpose of this study was to understand how effective the Guskey professional development evaluation model would be in a community college setting and determine how well the model serves the needs of the key college stakeholders. The study used the Guskey model to evaluate a professional development activity at a community college. The need for this type of research is evident in the current limitations of formal assessment of professional development activities at the community college. Accordingly, this study sought to determine the effectiveness of the Guskey’s evaluation model of professional development training from a broader perspective, including participants …
Professional Development: A Case Study Of Mrs. G, Sharilyn Kay Owens
Professional Development: A Case Study Of Mrs. G, Sharilyn Kay Owens
Doctoral Dissertations
This dissertation is a case study of one teacher who participated in a project that investigated the effects of the Texas Instruments NavigatorTM, a wireless communication system on student algebra achievement and related pedagogy. The larger study, Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS) based at The Ohio State University (OSU), funded by the U. S. Department of Education, involved approximately 120 self-selected participants across the United States. A partial requirement for participation was agreement to attend professional development provided by the CCMS project. The professional development included a week-long summer institute at OSU prior to implementation of …
Instructional Coaching: Improving Student Achievement And Building Teacher Efficacy, Rebecca J. Tonseth
Instructional Coaching: Improving Student Achievement And Building Teacher Efficacy, Rebecca J. Tonseth
All Graduate Projects
The purpose of this project was to justify the author's job as an instructional coach. The author was motivated by her own need to discover what an instructional coach was and how an instructional coach positively affects teacher instruction and student achievement. This project includes ideas and tools that beginning instructional coaches can use with teachers in an elementary school setting. A review of the literature was included on the effects of coaching on teacher efficacy and the effects teachers and coaches have on student achievement. This project examined the roles of the instructional coach and it provides a guide …
Implementing Professional Development To Promote Literacy Practices, Carol M. Trivette
Implementing Professional Development To Promote Literacy Practices, Carol M. Trivette
Carol M. Trivette
No abstract provided.
A Utilization-Focused Evaluation Of A Community College Adjunct Faculty Professional Development Program, Gordon Edenfield
A Utilization-Focused Evaluation Of A Community College Adjunct Faculty Professional Development Program, Gordon Edenfield
Educational Foundations & Leadership Theses & Dissertations
Nationally adjunct faculty comprise almost 70% of all two-year institution faculty while in the Virginia Community College System (VCCS) adjunct faculty teach 60% of the community college courses, and should past trends continue, the number of adjunct faculty members is expected to grow 10% within the next fifteen years (Caliber, 2007; Phillipe & Sullivan, 2005). Research conducted regarding adjunct faculty in the community colleges (Gappa & Leslie, 1993; Rouche et al., 1995) has tended to focus on descriptive characteristics and attitudes of adjunct faculty (Valadez & Anthony, 2001) and on quality of life issues (Rhoades, 1996). While these national studies …
The Efficacy Of Emotional And Instructional Support (Eis) Training And Consultation On Head Start Teacher-Child Interactions, Rory Brown Sipp
The Efficacy Of Emotional And Instructional Support (Eis) Training And Consultation On Head Start Teacher-Child Interactions, Rory Brown Sipp
UNLV Theses, Dissertations, Professional Papers, and Capstones
There is an increased need for quality in the field of early care and education and, teachers interactions with his or her students are the catalyst for providing and ensuring quality within early childhood environments (La Paro, Pianta, & Hamre, 2008). The study examined the effect of training and consultation on Head Start teacher and child interactions as measured by the Classroom Assessment Scoring System, also known as the CLASS.
Twenty-one Head Start teachers located in Southern Nevada served as participants in the study where non-threatening and evidence based training and consultation was provided over six weeks. Trainings were provided …
Australian Teachers And The Learning Environment : An Analysis Of Teacher Response To Talis 2008 : Final Report, Chris Freeman, Kate O’Malley, Frances Eveleigh
Australian Teachers And The Learning Environment : An Analysis Of Teacher Response To Talis 2008 : Final Report, Chris Freeman, Kate O’Malley, Frances Eveleigh
OECD Teaching and Learning International Survey (TALIS)
The Department of Education, Science and Training commissioned the Australian Council for Educational Research (ACER) to undertake the Australian component of the OECD Teaching and Learning International Survey (TALIS). TALIS is one of the first international surveys to focus on the learning environment and the working conditions of teachers in schools. TALIS was conducted in 24 OECD and OECD-partner countries in 2007 and 2008, though internationally comparable results were reported for only 23 countries due to requisite sampling standards for publication. This first survey is part of a planned programme of surveys which will examine various levels of schooling over …
Staff In Australia’S Schools 2007, Phillip Mckenzie, Julie Kos, Maurice Walker, Jennifer Hong, Susanne Owen
Staff In Australia’S Schools 2007, Phillip Mckenzie, Julie Kos, Maurice Walker, Jennifer Hong, Susanne Owen
Dr Julie Kos
The SIAS project, undertaken by the Australian Council for Educational Research in collaboration with the Australia College of Educators, gathered information from over 13,000 secondary and primary school teachers and leaders across the country. It aimed to address key gaps in the data available to characterise the teaching profession to support workforce planning. The project's findings and recommendations are presented in two components: the Staff in Australia's Schools data survey; and a report on Teacher Workforce Data and Planning Processes in Australia. The reports produced through the SIAS project provide a wide range of comprehensive data and advice on a …
Understanding The Pedagogical World-View Of Clinical Teachers In Australia: An Evidence-Based Approach, Frank Bate, Carole Steketee
Understanding The Pedagogical World-View Of Clinical Teachers In Australia: An Evidence-Based Approach, Frank Bate, Carole Steketee
Education Conference Papers
The education of tomorrow’s medical workforce is critical to the sustenance of healthy and progressive communities, particularly in the context of an aging population. Ongoing professional development focusing on the processes underpinning teaching and learning are important for clinical teachers (typically practicing doctors and surgeons) who, as busy professionals, also shoulder much of the responsibility for passing medical knowledge from one generation to the next. This paper discusses a recent study which posed two core questions: What pedagogical principles do clinical teachers perceive as important in underpinning their role as educators? And How do these perceptions differ from those held …