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Full-Text Articles in Education
Creating Highly Qualified Teachers, Dawn L. Mollenkopf
Creating Highly Qualified Teachers, Dawn L. Mollenkopf
The Rural Educator
The “highly qualified teacher” requirement of No Child Left Behind has put pressure on rural school districts to recruit and retain highly qualified regular and special education teachers. If necessary, they may utilize uncertified, rural teachers with provisional certification; however, these teachers may find completing the necessary certification difficult due to time, distance, and geographic barriers. The University of Nebraska at Kearney has been able to address this need by: (1) creating access to the university’s certification program, (2) providing professional supports, (3) tailoring assignments, projects, and field based practicum experiences and (4) building capacity for rural teachers who have …
Successful Leadership In Turnaround Schools: A Case Study About The Center For Creative Leadership (Ccl) And The School Leadership Executive Institute (Slei), Belinda B. Mcfeeters, Emily Hoole
Successful Leadership In Turnaround Schools: A Case Study About The Center For Creative Leadership (Ccl) And The School Leadership Executive Institute (Slei), Belinda B. Mcfeeters, Emily Hoole
Academic Leadership: The Online Journal
The topic of turning failing schools around has gained significant attention throughout the world within the last decade. Accountability systems from the government to the general community have expressed their concern for this issue, and have called for plans to turn these schools around (Chapman, 2002; Hassel & Steiner, 2003; Levin, 2006; Malen & Rice, 2004; Wong & Shen, 2003). How do principals meet these challenges and successfully turn failing schools around? How can they gain the insight, knowledge and competencies to effectively lead their schools through these challenging times?
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 …
Effectiveness Of Professional Development In Teaching Mathematics And Technology Applications, Taralynn Hartsell, Sherry Herron, Houbin Fang, Avinash Rathod
Effectiveness Of Professional Development In Teaching Mathematics And Technology Applications, Taralynn Hartsell, Sherry Herron, Houbin Fang, Avinash Rathod
Journal of Educational Technology Development and Exchange (JETDE)
This study investigated whether a four-week professional development workshop for math teachers helped improve their ability to integrate technology into instruction and teach math concepts. Instruments for data collection included four different types of surveys that asked questions concerning their technology skills and confidence in teaching various math topics. Results of the study revealed that the professional development workshop did improve their technology skills in using graphing calculators and different software programs, as well as increasing their overall confidence in teaching different math topics such as fractions, percentages, real numbers, etc.
In-Service Teacher Training In Japan And Turkey: A Comparative Analysis Of Institutions And Practices, Mustafa Bayrakcı
In-Service Teacher Training In Japan And Turkey: A Comparative Analysis Of Institutions And Practices, Mustafa Bayrakcı
Australian Journal of Teacher Education
The purpose of this study is to compare policies and practices relating to teacher in-service training in Japan and Turkey. On the basis of the findings of the study, suggestions are made about in-service training activities in Turkey. The research was carried using qualitative research methods. In-service training activities in the two education systems were investigated through visits to the educational institutions and semi-structured interviews. The study indicates that the most important problems facing in-service training activities in Turkey are a lack of professional staff, no collaborative partnerships between teachers, no provision for feedback and no systematic in-service training model.