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Professional development

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Full-Text Articles in Education

Sport Management Clubs And Their Relationship To Sport Management Student Success, Keith Christy, Erica J. Zonder, Emily J. Houghton, Brenda A. Riemer Mar 2019

Sport Management Clubs And Their Relationship To Sport Management Student Success, Keith Christy, Erica J. Zonder, Emily J. Houghton, Brenda A. Riemer

Emily J. Houghton, Ph.D.

Participation in student-led sport management clubs can be beneficial for college students who are pursing sport management careers. These clubs can help give students the development and networking tools needed for success in the sport industry.

The purpose of this presentation is to discuss the role and benefits of sport management clubs at three universities across three NCAA divisions, with a focus on networking, fundraising, event planning, and professional development.

Our discussion will also include specific events that our students have completed as well as how the clubs provide students with opportunities to develop the skills and abilities to succeed ...


Leading School-Based Coaching To Evaluate Open Education Resources, Kathryn Moyle Jun 2018

Leading School-Based Coaching To Evaluate Open Education Resources, Kathryn Moyle

Professor Kathryn Moyle (retired)

This presentation was a people's choice session at the 2018 ISTE conference and engaged participants in conversations about coaching approaches that when coupled with strategies to evaluate Open Educational Resources (OER) can build the capacity of teachers and improve the learning by students. The session provided participants with opportunities to discuss leadership approaches to the evaluation of OER resources that are consistent with education policies, build the capacity of educators and improve the quality of learning by students; and coaching methods for school leaders that enables the identification, analysis, curation and incorporation of OER resources into classroom practices.


Building A Supportive Professional Learning Community, Jen Jackson, Andrea Nolan, Stephen Lamb Apr 2018

Building A Supportive Professional Learning Community, Jen Jackson, Andrea Nolan, Stephen Lamb

Dr Jen Jackson

This presentation aims to help ECEC leaders and practitioners create more supportive professional learning communities, by enabling educators to better understand the relationship between who they are and what they can do. Drawing on current research, it will prompt delegates to reflect on how their own background shapes their practice, and extend this thinking to others in their professional communities. This presentation will be valuable for educational leaders, and others responsible for leading learning and professional development within diverse professional teams. It includes practical suggestions for enhancing educators’ critical reflection, taking a strengths-based approach to developing their practice.


Developing And Modeling 21st-Century Skills With Preservice Teachers, Jacquelyn Urbani, Shadi Roshandel, Rosemarie Michaels, Elizabeth Truesdell Oct 2017

Developing And Modeling 21st-Century Skills With Preservice Teachers, Jacquelyn Urbani, Shadi Roshandel, Rosemarie Michaels, Elizabeth Truesdell

Elizabeth Truesdell

Today’s youth face a rapidly changing world, requiring them to move beyond basic formulaic knowledge and skills. Current educational policy, such as the Common Core State Standards (CCSS), represents a shift away from rote learning and memorization of facts to the development of the 21st-century skills of creativity: critical thinking; communication; collaboration; and information, media, and technology skills (IMTS). Business and political leaders also recognize the necessity in addressing these core competencies for the 21st-century landscape (Ravitch, 2010). For students to be competent in a global society, K–12 teachers need to develop, model, and assess the 21st-century skills ...


Driven By Beliefs: Understanding Challenges Physical Science Teachers Face When Integrating Engineering And Physics, Emily A. Dare, Joshua A. Ellis, Gillian H. Roehrig Jun 2017

Driven By Beliefs: Understanding Challenges Physical Science Teachers Face When Integrating Engineering And Physics, Emily A. Dare, Joshua A. Ellis, Gillian H. Roehrig

Joshua A. Ellis

It is difficult to ignore the increased use of technological innovations in today’s world, which has led to various calls for the integration of engineering into K-12 science standards. The need to understand how engineering is currently being brought to science classrooms is apparent and necessary in order to address these calls for integration. This multiphase, mixed-methods study investigated the classroom practices and beliefs of high school physical science teachers following an intensive professional development on physics and engineering integration. Classroom observations showed that teachers new to incorporating engineering into their physical science classrooms often struggled to maintain focus ...


Using The Self-Determined Learning Principles Of Heutagogy To Support Academic Staff Who Are Learning To Teach Online, Maria T. Northcote, Chris Boddey Dec 2016

Using The Self-Determined Learning Principles Of Heutagogy To Support Academic Staff Who Are Learning To Teach Online, Maria T. Northcote, Chris Boddey

Maria Northcote

Tailored professional development (PD) programs assist university teaching staff to capitalize on the educational use of technology. To supplement on-campus PD support, staff at Avondale College of Higher Education developed a self-help online resource, Moodle's Little Helper (MLH), that has since become an integral and accepted component of the institution's PD landscape. Since Avondale's overall PD program is built upon the theoretical underpinnings of heutagogy (Hase, 2009; Hase & Kenyon, 2003), a self-determined learning theory, the purpose and nature of the resource also reflects the key principles of this educational philosophy. Adopting a utilisation-focused research methodology (Patton, 2011 ...


Threshold Concepts About Online Teaching: Progress Report On A Five Year Project, Kevin P. Gosselin, Maria T. Northcote, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson, Chris Boddey Dec 2016

Threshold Concepts About Online Teaching: Progress Report On A Five Year Project, Kevin P. Gosselin, Maria T. Northcote, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson, Chris Boddey

Maria Northcote

The burgeoning expansion of online education has presented the challenges of articulating an appropriate pedagogy for online education (Stevens, 2003; Runnels et al., 2006; Gosselin, 2009) while also contending with perceived and real deficits in lecturer competence (Shephard, 2007). Conceptually, the identified areas of concern are viewed as troublesome knowledge (Perkins, 1999), or knowledge that is counter intuitive to traditional teaching face to face teaching.

To meet the emerging difficulties of new modes of distance teaching, researchers have focused on transformative learning using threshold concepts, or new portals, that allow understanding of concepts through new modes of thinking (Meyer & Land, 2003). Northcote and her colleagues used findings from their research into threshold concepts of online teaching to develop a tailored staff development training program (Northcote et al., 2011; Northcote ...


Instructional Design Partnerships Across Universities: Motivations, Methods And Measures, Maria T. Northcote, Amanda Kendle Dec 2016

Instructional Design Partnerships Across Universities: Motivations, Methods And Measures, Maria T. Northcote, Amanda Kendle

Maria Northcote

This paper explores and documents a learning partnership that has developed between two instructional designers employed at two different universities in Perth, Western Australia. The value of this crossinstitutional partnership is initially investigated in terms of the benefits involved for the professional careers of each instructional designer. The context of the university faculty in which the instructional designers operate is appraised. Also, the wider consequences of this partnership are considered in terms of the influence it has on other Australian tertiary education providers. The analysis of the partnership will be built upon an appropriate constructivist theoretical framework.


Moodle's Little Helper: Making Use Of The Self-Determined Principles Of Heutagogy To Support Academic Staff Who Are Learning To Teach Online, Chris Boddey, Maria T. Northcote Dec 2016

Moodle's Little Helper: Making Use Of The Self-Determined Principles Of Heutagogy To Support Academic Staff Who Are Learning To Teach Online, Chris Boddey, Maria T. Northcote

Maria Northcote

Tailored professional development (PD) programmes assist university teaching staff to capitalise on the educational use of technology. To supplement on-campus PD support, staff at Avondale College of Higher Education developed a self-help online resource, Moodle's Little Helper (MLH), that has since become an integral and accepted component of the institution's PD landscape. Since Avondale's overall PD program is built upon the theoretical underpinnings of heutagogy (Hase, 2009; Hase & Kenyon, 2003), a self-determined learning theory, the purpose and nature of the resource also reflects the key principles of this educational philosophy. Adopting a utilisation-focused research methodology (Patton, 2011 ...


From Small To Large Hits: Spreading The Online Message To Academic And Administrative Staff Via Strategically-Targeted Development Activities, Maria T. Northcote, Gail Huon Dec 2016

From Small To Large Hits: Spreading The Online Message To Academic And Administrative Staff Via Strategically-Targeted Development Activities, Maria T. Northcote, Gail Huon

Maria Northcote

This paper reports on how a university is implementing a capacity-building academic staff development program using a three-pronged approach that draws on adult learning, social learning and capacity-building literature. This approach was designed to enable staff to provide engaging and pedagogically sound online experiences for the students at the University of Newcastle, NSW Australia. Data have been gathered throughout the implementation of this program to evaluate its impact and to inform future refinements of the program. The paper concludes with reflections from staff facilitating the program about the challenges, successes and future of the program.


A Guide To Support Coaching And Mentoring For School Improvement, Kathryn Moyle Nov 2016

A Guide To Support Coaching And Mentoring For School Improvement, Kathryn Moyle

Professor Kathryn Moyle (retired)

This guide emerged from policies and professional learning practices in the Northern Territory, Australia. Between 2014-2016, six experienced school principals located in remote urban and regional schools met twice a year to share plans, experiences and reflections about how they were using coaching and mentoring conversations to support teachers in their schools.


Threshold Concepts About Online Teaching: Progress Report On A Five Year Project, Kevin P. Gosselin, Maria T. Northcote, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson, Chris Boddey Nov 2016

Threshold Concepts About Online Teaching: Progress Report On A Five Year Project, Kevin P. Gosselin, Maria T. Northcote, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson, Chris Boddey

Peter Kilgour

The burgeoning expansion of online education has presented the challenges of articulating an appropriate pedagogy for online education (Stevens, 2003; Runnels et al., 2006; Gosselin, 2009) while also contending with perceived and real deficits in lecturer competence (Shephard, 2007). Conceptually, the identified areas of concern are viewed as troublesome knowledge (Perkins, 1999), or knowledge that is counter intuitive to traditional teaching face to face teaching.

To meet the emerging difficulties of new modes of distance teaching, researchers have focused on transformative learning using threshold concepts, or new portals, that allow understanding of concepts through new modes of thinking (Meyer & Land, 2003). Northcote and her colleagues used findings from their research into threshold concepts of online teaching to develop a tailored staff development training program (Northcote et al., 2011; Northcote ...


Threshold Concepts About Online Teaching: Progress Report On A Five Year Project, Kevin P. Gosselin, Maria T. Northcote, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson Dr, Chris Boddey Oct 2016

Threshold Concepts About Online Teaching: Progress Report On A Five Year Project, Kevin P. Gosselin, Maria T. Northcote, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson Dr, Chris Boddey

Daniel Reynaud

The burgeoning expansion of online education has presented the challenges of articulating an appropriate pedagogy for online education (Stevens, 2003; Runnels et al., 2006; Gosselin, 2009) while also contending with perceived and real deficits in lecturer competence (Shephard, 2007). Conceptually, the identified areas of concern are viewed as troublesome knowledge (Perkins, 1999), or knowledge that is counter intuitive to traditional teaching face to face teaching.

To meet the emerging difficulties of new modes of distance teaching, researchers have focused on transformative learning using threshold concepts, or new portals, that allow understanding of concepts through new modes of thinking (Meyer & Land, 2003). Northcote and her colleagues used findings from their research into threshold concepts of online teaching to develop a tailored staff development training program (Northcote et al., 2011; Northcote ...


Creating Conditions For Transforming Practicing K-12 Mainstream Teachers Of English Language Learners, Susan R. Adams, Kathryn Brooks Oct 2016

Creating Conditions For Transforming Practicing K-12 Mainstream Teachers Of English Language Learners, Susan R. Adams, Kathryn Brooks

Kathryn Brooks

Critical incident reflection journal writing provides a rich source for identifying high impact components of Project Alianza, a graduate course for mainstream secondary teachers funded by a US Department of Education Title III Professional Development grant. In this narrative pilot study featuring one strand of existing data, the co-authors, who are also co-instructors and co-researchers, begin the first rounds of analysis to identify emerging key conditions and contributing factors featured within specialized graduate courses for encouraging dispositional change and professional efficacy toward English language learners (ELLs) in practicing K-12 mainstream educators. Using Mezirow’s adult transformational learning theory (1991), Kegan ...


Income Inequality, The Changing Nature Of Work And The Student Loan Crisis: Implications For Higher Education, Aaron W. Hughey Jul 2016

Income Inequality, The Changing Nature Of Work And The Student Loan Crisis: Implications For Higher Education, Aaron W. Hughey

Aaron W. Hughey

No abstract provided.


Supporting Leadership Preparation In Indonesia, Kathryn Moyle Jul 2016

Supporting Leadership Preparation In Indonesia, Kathryn Moyle

Professor Kathryn Moyle (retired)

Kathryn Moyle reports on an evaluation of a professional learning program for aspiring school principals in Indonesia.


Title V Initiatives: Capstone And Student Research With Faculty, Sarah Brennan Ms., Silvia Reyes May 2016

Title V Initiatives: Capstone And Student Research With Faculty, Sarah Brennan Ms., Silvia Reyes

Sarah Brennan

This presentation summarizes two components of a Title V grant being implemented at Hostos Community College. The two components highlighted are: (1) the capstone initiative and (2) the student research with faculty initiative. Our implementation processes have been influenced in part by AAC&U's High Impact Practices work and philosophy. Our work with Hostos faculty has helped us define capstone learning at the community college level and supported student engagement in authentic research activities.


The Perceptions Of Recently Assigned Secondary Religious Education Teachers, Chris Hackett May 2016

The Perceptions Of Recently Assigned Secondary Religious Education Teachers, Chris Hackett

Chris Hackett

This article focuses on survey responses from newly appointed secondary Religious Education teachers from the first phase of a longitudinal study. The study was conducted in Catholic schools in three dioceses of Western Australia over two school years, from 1998 to 1999. The study focused on the teachers’ perceptions of implementing the Perth Archdiocesan Religious Education Units of Work. The article outlines briefly the demographic and professional backgrounds of recently appointed RE (RARE) teachers. Next, it reports upon how these teachers perceived their use of the instructional resources and teaching approach in the RE Units. The article then describes what ...


Transitioning From Students To Professionals: Using A Writing Across The Curriculum Model To Scaffold Portfolio Development, Lori Elliott, Nancy Daily, Lori Fredricks, Meadow Graham Feb 2016

Transitioning From Students To Professionals: Using A Writing Across The Curriculum Model To Scaffold Portfolio Development, Lori Elliott, Nancy Daily, Lori Fredricks, Meadow Graham

Lori Elliott

Teacher educators have found portfolios to be a valuable way to judge readiness for student-teaching and initial certification as well as an effective means of examining and validating teacher preparation programs. Tension exists between using the portfolio as a product for evaluation and maintaining its focus as a personal examination, synthesis, and reflection on becoming a teacher. This qualitative action research study was designed to explore the effects of incorporating writing workshops built on Writing Across the Curriculum (WAC) principles into the initial portfolio process required of students during their first semester in an undergraduate middle-grades teacher-education pro- gram. Findings ...


Data Mining In Online Professional Development Program Evaluation: An Exploratory Case Study, Kerry Rice, Jui-Long Hung Feb 2016

Data Mining In Online Professional Development Program Evaluation: An Exploratory Case Study, Kerry Rice, Jui-Long Hung

Jui-Long Hung

This case study explored the potential applications of data mining in the educational program evaluation of online professional development workshops for pre K-12 teachers. Multiple data mining analyses were implemented in combination with traditional evaluation instruments and student outcomes to determine learner engagement and more clearly understand the relationship between logged activities and learner experiences. Data analysis focused on the following aspects: 1) Shared learning characteristics, 2) frequent learning paths, 3) engagement prediction, 4) expectation prediction, 5) workshop satisfaction prediction, and 6) instructor quality prediction. Results indicated that interaction and engagement were important factors in learning outcomes for this workshop ...


Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, And Beliefs, Michele B. Carney, Jonathan L. Brendefur, Keith Thiede, Gwyneth Hughes, John Sutton Feb 2016

Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, And Beliefs, Michele B. Carney, Jonathan L. Brendefur, Keith Thiede, Gwyneth Hughes, John Sutton

Michele Carney

We examined the impact of a state mandated K-12 mathematics professional development course on knowledge, self-efficacy and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items fromthe Learning Mathematics for Teaching project (2005) measured changes in participants’ Mathematical Knowledge for Teaching (MKT) and an end-of-course self-evaluation enabled analysis of changes in MKT, self-efficacy and beliefs. Statistically significant changes were found in all three variables. This study adds to our understanding of the potential usefulness of mandating professional development as ...


Explicating The Teacher's Perspective From The Researchers' Perspectives: Generating Accounts Of Mathematics Teachers' Practice, Marty Simon, Ron Tzur Jan 2016

Explicating The Teacher's Perspective From The Researchers' Perspectives: Generating Accounts Of Mathematics Teachers' Practice, Marty Simon, Ron Tzur

Ron Tzur

In this article we articulate a methodology for studying mathematics teacher development in the context of reform. The generation of accounts of teachers'practice, an adaptation of the case study, provides an approach to understanding teachers' current practice and to viewing their current practice in the context of development toward envisioned reforms. The methodology is an alternative both to studies that focus on teachers' deficits and to teachers' own accounts of their practice. Conceptual frameworks developed within the mathematics education research community are applied to the task of investigating the nature of practice developed by teachers in transition. We characterize ...


Characterizing A Perspective Underlying The Practice Of Mathematics Teachers In Transition, Marty Simon, Ron Tzur, Karen Heinz, Margaret Kinzel, Margaret Smith Jan 2016

Characterizing A Perspective Underlying The Practice Of Mathematics Teachers In Transition, Marty Simon, Ron Tzur, Karen Heinz, Margaret Kinzel, Margaret Smith

Ron Tzur

We postulate a construct, perception-based perspective, that we consider to be fundamental to the practices of many teachers currently participating in mathematics education reform in the United States. The postulation of the construct resulted from analyses of data from teaching experiments in teacher education classes with a combined group of prospective and practicing teachers and from case studies with individuals from that group. A perception-based perspective is grounded in a view of mathematics as a connected, logical, and universally accessible part of an ontological reality. From this perspective, learning mathematics with understanding requires learners' direct (firsthand) perception of relevant mathematical ...


Effectively Communicating With English Language Learners Using Sheltered Instruction, Geeta Verma, Lisa Martin-Hansen, Jerald Pepper Jan 2016

Effectively Communicating With English Language Learners Using Sheltered Instruction, Geeta Verma, Lisa Martin-Hansen, Jerald Pepper

Geeta Verma

Sheltered instruction is not a commercial program but is a set of instructional practices used specifically with English Language Learners (ELL). It embeds existing instructional strategies such as wait time, visual organizers, group work, and allowing students to actively respond for immediate feedback. Sheltered instruction "integrates lesson knowledge and concepts with opportunities to practice using English by reading, writing, listening and speaking" (Colburn and Echevaria 2001). This article describes the four elements of sheltered instruction (Group work, Wait time, Group-response technique, Supplemental materials).


Embracing Learner’S Ideas About Diffusion And Osmosis: A Coupled-Inquiry Approach, Ryan Sweeney, Lisa Martin-Hansen, Geeta Verma, John Dunkhase Nov 2015

Embracing Learner’S Ideas About Diffusion And Osmosis: A Coupled-Inquiry Approach, Ryan Sweeney, Lisa Martin-Hansen, Geeta Verma, John Dunkhase

Geeta Verma

Learning about osmosis and diffusion is often a challenging task for middle school students. Here the authors present a lesson that was converted from a “cookbook” lab (McLaughlin and Thompson 2007) into a more inquiry-oriented lab that uses inquiry teaching strategies and hands-on investigations to teach middle-grade students about osmosis and diffusion.


Capstone Learning Design: Process And Implementation At Hostos, Sarah Brennan Ms., Silvia Reyes Oct 2015

Capstone Learning Design: Process And Implementation At Hostos, Sarah Brennan Ms., Silvia Reyes

Sarah Brennan

Capstone learning, a high-impact practice, brings together skills and content to help students think more deeply and more critically about theory and practice. This poster builds on the faculty presentation by raising awareness of the administrative role in creating a successful capstone initiative. Ms. Sarah Brennan and Ms. Silvia Reyes will share how the new capstone initiative is designed to transform 200-level courses across the disciplines to ensure that more students are
exposed to complex assignments that promote deep critical thinking and reflection about theory, content, and practice.


Accountability By Design In Literacy Professional Development, Catherine Rosemary, Patricia Grogan, Kathryn Kinnucan-Welsch Sep 2015

Accountability By Design In Literacy Professional Development, Catherine Rosemary, Patricia Grogan, Kathryn Kinnucan-Welsch

Kathryn A. Kinnucan-Welsch

This article identifies the principles of high-quality professional development based on research and explores how the principles were used to examine the Literacy Specialist Project (LSP) in Ohio. It discusses how each principle was related to literacy professional development using examples from the LSP, reports data from the project about teacher and student learning, and presents implications and additional questions related to accountability systems for professional development.


Professional Development Opportunities For Future Faculty And Early Career Scholars, Bryn Harris, Amanda Sullivan Sep 2015

Professional Development Opportunities For Future Faculty And Early Career Scholars, Bryn Harris, Amanda Sullivan

Bryn Harris

No abstract provided.


Making An Impact! Advancing Student-Centered Learning At Purdue University, Tomalee Doan, Clarence Maybee, Mary Elizabeth Mcneil Aug 2015

Making An Impact! Advancing Student-Centered Learning At Purdue University, Tomalee Doan, Clarence Maybee, Mary Elizabeth Mcneil

Beth McNeil

The mission of Instruction Matters Purdue Academic Course Transformation (IMPACT) is to redesign foundational courses using student-centered learning as a basis. The libraries’ advancement of this campus-wide change will be discussed from three perspectives—administrative, space planning, and curriculum redesign. Discussion will focus on the changing expectations for librarians, especially as instructional partners, the redesigning of library learning spaces to support instructional innovation, and elements necessary for developing a faculty learning community focused on enhancing student-centered learning.


Free Professional Learning For Your Teachers: How Twitter Will Increase Your Effectiveness, Jeremy Ervin Jul 2015

Free Professional Learning For Your Teachers: How Twitter Will Increase Your Effectiveness, Jeremy Ervin

Jeremy Ervin, Ph.D.

No abstract provided.