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Articles 1 - 20 of 20
Full-Text Articles in Education
An Analysis Of The Professional Development Path Of British Community Educators From The Perspective Of Professional Jurisdiction, Xiaohan Ye
Adult Education Research Conference
This paper adopted the theoretical framework of professional jurisdiction is adopted to presents a picture of the professional evolution of community educators in the UK.
Teacher Inquiry: A Catalyst For Professional Development, Divonna Stebick, Jonathan Hart, Lauren Glick, Jaime Kindervatter, Jenna Nagel, Cathy Patrick
Teacher Inquiry: A Catalyst For Professional Development, Divonna Stebick, Jonathan Hart, Lauren Glick, Jaime Kindervatter, Jenna Nagel, Cathy Patrick
Networks: An Online Journal for Teacher Research
Teachers seek and require meaningful professional development opportunities to truly grow in the profession. Teacher inquiry, or teacher research, is one way to accomplish professional development goals. Teacher inquiry is thought of as individualized, personalized, and meaningful professional development (Cochran-Smith & Lytle, 1999). In this paper we articulate the learning of a cohort of certificated professionals engaged in a year-long project that included asking research questions, designing data collection tools, and developing an independent study to examine their questions. Nine certificated professionals participated in the year-long project representing various grade levels and experiences. Data was collected through teacher reflections and …
Systemic Approaches For Professional Development On Diverse Learners In Rural Communities, Elizabeth Thorne Wallington, Adrienne Johnson
Systemic Approaches For Professional Development On Diverse Learners In Rural Communities, Elizabeth Thorne Wallington, Adrienne Johnson
Educational Considerations
While rural communities are not monolithic, many have seen recent shifts in demographics from historically homogenous populations to more racially, culturally, and linguistically diverse residents (e.g. Sharp & Lee, 2017; Brenner, 2016). Without clear systems for addressing such changes, reactionary policies to address the accompanying conflict can establish marginalized communities, deficit-based perspectives, and structural inequities (Lee & Sharp, 2017). As an alternative approach, this paper outlines promising practices for systemic approaches to addressing the ongoing professional development needs for teachers in rural communities who are supporting students from increasingly diverse backgrounds. These practices provide the support and professional development that …
Renovating Science Professional Development To Meet Teachers’ Needs, Julie Thiele, Ollie Bogdon
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 …
Kansans Can: Redesign Professional Learning And Re-Licensure, Paul Erickson
Kansans Can: Redesign Professional Learning And Re-Licensure, Paul Erickson
Educational Considerations
Professional learning is and always has been a core expectation for educators. Educators, whether they are self-directed as intrinsically motivated learners or compliantly fulfilling requirements set by their employing districts and state departments, engage in professional learning throughout their careers. While educators engage in traditional means of professional learning in the form of workshops, conferences, mentoring, and graduate coursework, this study centered on educators’ professional learning efforts that are more informal and more personalized to their specific interests and passions. This professional learning often comes in the nonconventional forms of social media, professional learning networks, peer observations, and professional units …
Making The Case For An English Academy: Reflections On An Ongoing Endeavor, Geoff Bender
Making The Case For An English Academy: Reflections On An Ongoing Endeavor, Geoff Bender
Educational Considerations
This article makes a case for the academy as a site for meaningful school-university dialogue in order to strengthen rapport across stakeholders in the teacher education process while generating crucial data for a teacher education program’s continuous improvement. Similar in some ways to its cousins, including the leadership academy and the professional development school, the academy model described here is distinguished from these related structures in its diverging purposes. While invested in bringing new professionals into the field, the English Academy keeps its linked teacher education program abreast of trends in public education that help shape that program’s work in …
The Role Of Peer Inquiry Communities In Advancing Technology Integration For Practitioners In Adult Basic Education, Jennifer Kobrin
The Role Of Peer Inquiry Communities In Advancing Technology Integration For Practitioners In Adult Basic Education, Jennifer Kobrin
Adult Education Research Conference
This paper explores how peer communities, one element of a larger collaborative, inquiry-based professional development project in adult education, advance participants’ knowledge and use of technology. As the designer and facilitator of the project, the author drew from memos and field notes, in addition to interviews and written reflections with 6 of 9 total participants who were teachers and administrators in Adult Basic Education programs. Findings indicate successful technology integration entailed participants combining their own experiences with established research to create “knowledge-of-practice” (Cochran-Smith & Lytle, 2009), and that knowledge generation within the peer communities reflected a horizontal trajectory.
Building Capacity Through Facilitated Conversations, Sarah Edwards
Building Capacity Through Facilitated Conversations, Sarah Edwards
Academic Chairpersons Conference Proceedings
While there is a national call for more training and support for department chairs who are positioned to have direct impact on faculty quality, only 3-4% report having received any type of formal training. Collectively sharing resources and facilitating conversations is a fiscally responsible way to support the development of all chairs and directors on a campus. This presentation will provide one institution’s journey and model for providing necessary training and support to chairs and directors.
Building Community And Teaching Excellence Among Adjunct Faculty, Kirk Weller, Kristi Haik
Building Community And Teaching Excellence Among Adjunct Faculty, Kirk Weller, Kristi Haik
Academic Chairpersons Conference Proceedings
We describe a professional development program to enable mathematics adjuncts to meet HLC guidelines for credentialing. We explain how this program has supported community building and teaching excellence among the adjunct group and consider possibilities for scalability and expansion.
2.0 Academic Management: "Disruptive Innovation" For The 21st Century, Don Chu
2.0 Academic Management: "Disruptive Innovation" For The 21st Century, Don Chu
Academic Chairpersons Conference Proceedings
This workshop will focus on assisting educational leaders to re-imagine academic departments and how they are managed in the 21st Century. Re-imagining the academic department will strengthen them as the foundation upon which college and university change may be built. Led by the chair and the faculty-administrative leadership team, departments will be primarily responsible to set and reach their goals, as well as manage their own resources and professional development. Themes that will be discussed include curriculum development, course schedules, student services, personnel and ‘political’ issues, department resources and more.
Creating A Culture Of Evidence-Based Teaching Through Faculty Professional Development, Kirsten Fleming, David Polcyn
Creating A Culture Of Evidence-Based Teaching Through Faculty Professional Development, Kirsten Fleming, David Polcyn
Academic Chairpersons Conference Proceedings
This session will focus on leading change designed to instill a culture of equity-minded, evidence-based teaching and learning. Drawing on a community of practice model, a variety of professional development opportunities will be explored that enable STEM faculty members to redesign courses in ways that intentionally incorporates evidence-based teaching practices.
Effective And Necessary Professional Development For Science Teachers As States Adopt Ngss, Anne M. Krebs
Effective And Necessary Professional Development For Science Teachers As States Adopt Ngss, Anne M. Krebs
Adult Education Research Conference
This roundtable will explore the efficacy of professional development opportunities designed to support science teachers during the transition to the Next Generation Science Standards (NGSS).
Enhancing Communication Through Crucial Conversations® Training: Outcomes And Best-Practices, Dawn E. Bratsch-Prince, Rodney S. Bagley
Enhancing Communication Through Crucial Conversations® Training: Outcomes And Best-Practices, Dawn E. Bratsch-Prince, Rodney S. Bagley
Academic Chairpersons Conference Proceedings
Department chairs and other academic leaders were invited to participate in Crucial Conversations training as part of professional development programming sponsored by the provost’s office. This session will 1) describe the logistics of the program including the Crucial Conversations platform; 2) present cohort data, 3) share assessment data for the program; and 4) identify best practices for on-going communication training.
Seizing The Opportunity: Creating A Chair Development Network, Margaret A. Thomas-Evans, Natalia Rybas, Carrie Longley
Seizing The Opportunity: Creating A Chair Development Network, Margaret A. Thomas-Evans, Natalia Rybas, Carrie Longley
Academic Chairpersons Conference Proceedings
In this presentation, we discuss an example of developing a leadership network for Chairs on a small regional campus. We argue that when a campus has limited leadership capital, a peer group can serve as powerful professional development platform for new and upcoming chairs.
Graduate Students And Teaching: Are We Preparing Future Adult Education Professors To Teach?, Catherine A. Cherrstrom, Dominique T. Chiup
Graduate Students And Teaching: Are We Preparing Future Adult Education Professors To Teach?, Catherine A. Cherrstrom, Dominique T. Chiup
Adult Education Research Conference
What do we know about how graduate students are being prepared to teach? The purpose of this roundtable is to present findings from a research study and a model for graduate student professional development related to teaching. We also seek participant contributions and feedback.
Certification For What? Practitioner Perspectives On The Changing Landscape Of Adult Literacy Education, Suzanne Smythe
Certification For What? Practitioner Perspectives On The Changing Landscape Of Adult Literacy Education, Suzanne Smythe
Adult Education Research Conference
The responses of 63 adult literacy educators to an online survey suggest that professional development and training to meet the diverse contexts and practices in the field must attend to the embedded inequalities in access to quality literacy education for low income learners, and the marginalization of adult literacy work, which persists even as successive governments hail the importance of literacy education for citizenship and employment.
Transformative Professional Development In Unlikely Places: Twitter As A Virtual Learning Community, Kathleen P. King
Transformative Professional Development In Unlikely Places: Twitter As A Virtual Learning Community, Kathleen P. King
Adult Education Research Conference
This case study reveals new dimensions of transformative learning occurring through informal learning opportunities. The research results demonstrate that the individual’s learning spans understanding, networking, professional identity development, and transformative learning. Specifically, virtual online communities facilitated through social media provide professional networks and social relationships beyond the scope of the individual’s usual interactions and experience. Discussion and recommendations include using social media and virtual communities as instructional strategies for graduate studies and continued learning beyond formal education. The educational significance includes facilitating transformative learning in informal learning contexts, and using social media and online communities for professional learning.
Trio: An Emerging Model Of Adult Professional Learning, Barry Shekley, Marijke Kehrhahn, Sandy Bell, Robin Grenier
Trio: An Emerging Model Of Adult Professional Learning, Barry Shekley, Marijke Kehrhahn, Sandy Bell, Robin Grenier
Adult Education Research Conference
Based on research conducted over the past 6 years, the authors offer a model that depicts the key features of professional learning. The model is based on the proposition that optimal professional learning is possible when specific individual attributes, environmental affordances, and key experiences intersect.
Novice Physician-Scientists’ Learning In Communities Of Practice, Min-Fen Wang, Lori L. Bakken
Novice Physician-Scientists’ Learning In Communities Of Practice, Min-Fen Wang, Lori L. Bakken
Adult Education Research Conference
This study drew from sociocultural theory to understand novice physician-scientists’ (PSs) clinical research learning experience in the workplaces. The findings suggest that there are various forms of research participation marginalized in the PS-communities. The structural dimension of workplace learning context, such as gender, culture, power, and access needs more attention.
“Singing To The Choir:” The Struggle For Systemic Organizational Change In Community College Teaching, John M. Dirkx, Frank Conner
“Singing To The Choir:” The Struggle For Systemic Organizational Change In Community College Teaching, John M. Dirkx, Frank Conner
Adult Education Research Conference
This study reports the results of a case study of a systemic change process in a community college aimed at fostering improvement of teaching practices. The results suggest that systemic change is limited by an organizational culture that is multiplistic and fragmentary.