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Full-Text Articles in Education
Peer-Coaching Based Professional Development: A Sample Of A School Of Foreign Languages, Sinem Arslan Dönmez, Ahmet Şahin Assoc. Prof.
Peer-Coaching Based Professional Development: A Sample Of A School Of Foreign Languages, Sinem Arslan Dönmez, Ahmet Şahin Assoc. Prof.
Georgia Educational Researcher
The purpose of this study is to investigate the views of lecturers about the effectiveness of the implementation of the peer-coaching practice conducted at the school of foreign languages of a foundation university. The lecturers who took part in the peer coaching practice in the academic year 2019-2020 acted as the participants in this case study. The qualitative data was collected via interviews and document analysis. Content analysis and descriptive analysis methods were used in the process of data analysis. The findings from the analysis showed that peer-coaching practice consisted of lesson observations, pre and post-observation meetings, and reflection stages. …
Personalized Professional Development Plans, Nancy B. Ruppert
Personalized Professional Development Plans, Nancy B. Ruppert
Current Issues in Middle Level Education
Nancy Ruppert is the past-president of AMLE and past-president of NAPOMLE. She is the chair of the education department at UNC Asheville. Her current areas of interest are in advocating for middle school alumni and creating resources to advocate for middle level education. Here she invites readers to contribute to ideas for ongoing professional development.
K-2 Mathematicians & Writers: Professional Learning Communities For Developing Conceptual Understanding, Doris Santarone, Angel R. Abney, Sandra M. Webb
K-2 Mathematicians & Writers: Professional Learning Communities For Developing Conceptual Understanding, Doris Santarone, Angel R. Abney, Sandra M. Webb
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
National Council of Teachers of Mathematics (NCTM) has long supported the use of children’s literature, writing, and manipulatives to improve conceptual understanding of mathematics (2000). In a professional learning community for K-2 teachers, professional development was designed and implemented on ways to incorporate literacy and manipulatives into a mathematics lesson. The teachers were charged with collaboratively planning lessons that included multiple components: the standard(s), a mathematics activity, manipulatives, a writing task, and children’s literature. As the data were analyzed, it became apparent that while most of the lessons were well connected, this did not happen for all of the lessons. …
Engaging In Lesson Study At Georgia College, Angel R. Abney, Brandon Samples, Doris Santarone
Engaging In Lesson Study At Georgia College, Angel R. Abney, Brandon Samples, Doris Santarone
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
A lesson study cycle is a professional development process that integrates research and reflection through collaboration. The cycle allows a group to refine a lesson based on these collaboration efforts such as interaction with students and the post-lesson discussion. Secondary pre-service teachers in a mathematics methods course engaged in a lesson study cycle through collaboration between in-service teachers, Georgia College professors, and students in a local high school classroom. We systematically investigated this process to determine that through preparing, enacting and reflecting on their practice, Pre-service Teachers (PST) developed insight, reasoning, and understanding of the mathematics that they taught.
Validation Of The Principal’S Computer Technology Survey, Lantry Brockmeier, Nicole Gibson
Validation Of The Principal’S Computer Technology Survey, Lantry Brockmeier, Nicole Gibson
Georgia Educational Researcher
The purpose of this study was to provide a more in-depth analysis of the psychometric characteristics of the Principal’s Computer Technology Survey (PCTS). The PCTS developmental process yielded a 40–item survey with groups of items comprising five subscales (i.e., curriculum integration, perceptions, acquired expertise, needs assessment, and professional development). Principals’ responses to items within the five subscales was measured on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). An expert panel reviewed the instrument plus exploratory factor analyses and confirmatory factor analyses were conducted. This analysis resulted in a restructured instrument …