Education Commons^™

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

Susan Adams

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’s stage …

Cycle Of Renewal: Yoga's Influence On The Professional Lives Of Novice Teachers, Danette V. Day

Danette V Day

Teachers must acquire the appropriate knowledge, skills and dispositions to effectively meet the demands and challenges of the teaching profession (Darling-Hammond, 2006, 2010; Shulman, 2000). There is considerable research about how someone perceives they can perform effectively as a teacher, and what constitutes effective teaching (Bandura, 1995, 1997; Ashton & Webb, 1986). Research suggests that novice teachers feel unprepared, unsupported and ineffective; and 50% of novice teachers leave the profession within the first few years of teaching (Levine, 2006; Kaufman, et al., 2002; Kelley, 2004; Maciejewski, 2007)

This study examined the question, “To what extent do novice teachers’ experiences and …

Overview Of Uls Leadership Development Program, Karen S. Calhoun

Karen S Calhoun

Describes the leadership development program for selected librarians and staff in the University Library System, University of Pittsburgh. Prepared for an informal, brief presentation for the ACRL Personnel Administrators and Staff Development Discussion Group at the 2014 ALA Midwinter meeting.

Standards-Based Professional Learning And Certification: By The Profession, For The Profession, Lawrence C. Ingvarson

Dr Lawrence Ingvarson (Consultant)

This chapter presents a model for a standards-based professional learning and certification system, a system controlled and provided by the teaching profession itself. It is a model of a highly educated profession, capable of defining research-based standards for effective teaching, promoting the development of its members toward those standards, and providing a rigorous and respected process for recognizing and certifying those who reach them. It is a model that calls for the teaching profession to be entrusted with the responsibilities of a profession; one of these is the responsibility and resources to establish its own standards-based professional learning and certification …

Turkish And Lithuanian Efl Instructors' Professional Development Experiences: Worth The Effort, Or Waste Of Time?, Servet Celik, Nemira Mačianskienė, Kübra Aytin

Servet Celik

Effective EFL instructors must have a good command of English, as well as sound pedagogical knowledge and adequate communication and classroom management skills. Professional development has been indicated as significant in developing these attributes. This comparative study was designed to analyze the viewpoints of EFL professionals working in Turkey and Lithuania using a scalar survey. The results revealed that Turkish instructors found their professional development experiences to be largely irrelevant, while the Lithuanian instructors perceived professional development as beneficial. In both groups, obstacles such as financial concerns and heavy teaching loads impaired the participants’ ability to grow professionally. The findings …

Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia Torquati, Victoria J. Molfese

Soo-Young Hong

The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standard. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical …

Head Start Classrooms And Children’S School Readiness Benefit From Teachers’ Qualifications And Ongoing Training, Seung-Hee Claire Son, Kyong-Ah Kwon, Hyun-Joo Jeon, Soo-Young Hong

Soo-Young Hong

Background Teacher qualifications have been emphasized as a basis of professional development to improve classroom practices for at-risk children’s school readiness. However, teacher qualifications have often not been compared to another form of professional development, in-service training. Objective The current study attempts to investigate contributions of multiple types of professional development to school readiness skills of low-income preschoolers. Specifically, we examined the significance of teachers’ education level, degree, teaching certificate, teaching experiences as well as specialized in-service training and coaching support as these teacher trainings are linked to preschoolers’ school readiness through proximal classroom practices. Method We used a multi-level …

The Methods Course Revisited: From A Skills-Based To Multiliteracies Approach., Heather W. Allen

Heather Willis Allen

No abstract provided.

Professional Development Of History Content And Skills: Measuring Effects On Teachers And Students, Teresa J. Wanser

Teresa J Wanser

National and local standards in history are evolving from standards on history content to standards on critical thinking and analyzing historical documents. The purpose of this research was to determine the effects of professional development received by K-12 teachers on infusing historical thinking skills into their history instruction. Changes in teacher use and application as well as impacts on students’ self-efficacy were examined. Forty-eight (48) teachers from a mid-western public school district participated in an accredited masters of historical studies degree program at a mid-western liberal arts university. The two and one-half years masters degree program infused historical thinking skills …

Case Example Of The Implementation Of Schoolwide Positive Behavior Support In A High School Setting, Hank Bohanon, Pamela Fenning, Kimberly Thier

Hank Bohanon

The purpose of this case study was to expand the literature base regarding the application of high school schoolwide positive behavior support (PBS) in an urban setting for practitioners and policymakers to address behavior issues. In addition, the study describes the use of the Change Point Test as a method for analyzing time series data that are dependent in nature. The researchers used an existing case study example to guide the implementation of the intervention. The overall implementation of PBS reached full fidelity during the final year. Focused professional development may have been related to changes in statistically significant office …

What Happened To The National Statement For The Teaching Profession?, Lawrence C. Ingvarson

Dr Lawrence Ingvarson (Consultant)

In 2003, 15 teacher associations put together a National Statement from the Teaching Profession on Teacher Standards, Quality and Professionalism. It recommended that A nationally coordinated, rigorous and consistent system should be established to provide recognition to teachers who demonstrate advanced standards . . . The enterprise bargaining process between employers and unions will be an important mechanism for providing recognition for professional certification. All employing authorities should be encouraged to provide recognition and support for professional certification as the process comes to demonstrate its credibility and its effects on professional learning. (p. 4) The Statement was the culmination of …

The Diversity Dialogue: Rethinking Pedagogical Practices To Provide Hope For Pre-Service Teachers, Mildred M. Pearson Dr., Samantha Cantu

Mildred M. Pearson Dr.

This study examines how a diverse dialogue addresses cultural differences and social injustices and how cultural responsiveness helps teachers approach education more equitably. When teachers use a diverse dialogue, they are able to create a classroom curriculum that includes all voices, experiences, and activities and satisfies the needs of all learners. The study also suggests that teachers adjust their pedagogical practices to the ever-changing multicultural classrooms. Through an examination of best practices, teachers will be able to invest in more creative and diverse approaches that will not only benefit the individual student, but also the entire classroom. Applying positioning theory …

Designing Professional Development For Better Pedagogy: A Higher Education Experience In Pakistan, Imran Anjum Chaudary, Shahida Imran

Dr Imran Anjum

The mission of the Designing Professional Development for Better Pedagogy is to make a contribution to the understanding of Pakistani professional development in tertiary and higher education sectors. The inspiration for this book came from a research project on teacher development conducted by us in 2009 at the Melbourne Graduate school of Education, the University of Melbourne, Australia. This ethnographic case study, conducted in 2011, not only refreshes the results of our previous research, but also moves the debate forward by analysing the problems and practices of Pakistani professional development, cataloguing the voices of tertiary/higher education teachers, introducing a new …

Transformative Preparation And Professional Development: Authentic Reflective Practice For School Leadership, Joseph A. Polizzi Ph.D, William Frick Ph.D

Joseph A Polizzi Ph.D

In this conceptual paper, Western scholarship from both within and beyond the field is reviewed, and theory is provided to support practical authentic pedagogical applications useful in the development of school leaders. A transformative professional learning experience fosters reflective practice and processes that elaborate and clarify core professional ideas, experiences, and questions within the personal and professional contexts of school leadership. This article offers conceptualizations of reflective practice alternatives that can further inform school administrators and enable them to meet the demands of increasingly challenging work within the public schools.

Elements Of Proximal Formative Assessment In Learners’ Discourse About Energy, Benedikt W. Harrer, Rachel E. Scherr, Michael C. Wittmann, Hunter G. Close, Brian W. Frank

Benedikt W. Harrer

Proximal formative assessment, the just-in-time elicitation of students' ideas that informs ongoing instruction, is usually associated with the instructor in a formal classroom setting. However, the elicitation, assessment, and subsequent instruction that characterize proximal formative assessment are also seen in discourse among peers. We present a case in which secondary teachers in a professional development course at SPU are discussing energy flow in refrigerators. In this episode, a peer is invited to share her thinking (elicitation). Her idea that refrigerators move heat from a relatively cold compartment to a hotter environment is inappropriately judged as incorrect (assessment). The "instruction" (peer …

Teachers Reclaiming Their Voices In Student Learning And Initiating Their Own Professional Growth: Suggestions For The Obama Administration, Zeynep Isik-Ercan

Zeynep Isik-Ercan

No abstract provided.

Teachers Reclaiming Their Voices In Student Learning And Initiating Their Own Professional Growth: Suggestions For The Obama Administration, Zeynep Isik-Ercan

Zeynep Isik-Ercan

No abstract provided.

Instructional Architect Teacher Professional Development Handouts, Mimi Recker, Andrew Walker, M. Brooke Robertshaw, Linda Sellers, Heather M. Leary

Linda Sellers

Three handouts for the teacher professional development workshops on the Instructional Architect (IA). Starting spring 2009 the face-to-face workshop was changed to be three different days of learning about how to use the IA, inquiry based and problem based learning, evaluation of IA projects with a rubric, and creating IA projects.

Implementing Professional Development To Promote Literacy Practices, Carol M. Trivette

Carol M. Trivette

No abstract provided.

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 …

The Professional Development Of Academic Librarians: How Should Institutions Contribute To The Process?, Gregory A. Smith

Gregory A. Smith

Professional development is universally recognized in education and librarianship as imperative for ongoing effectiveness. Most—though not all—academic libraries support professional development through financial assistance and release time. However, while funding and release time are necessary to professional growth, they are not sufficient. The role of the leader as a steward of organizational culture suggests that academic library administrators should concern themselves with fostering an environment conducive to their subordinates’ professional development. Innovative professional development programs in place at a number of academic libraries stand as a corrective to the seemingly haphazard practices of many libraries and librarians. Further research on …

Participatory Adult Learning Professional Development Strategy: Evidence And Examples, Carol M. Trivette

Carol M. Trivette

No abstract provided.

Mathematical Thinking Of Young Children Through The Eyes Of Preschool Practitioners, Robert Hunting, Catherine Pearn

Catherine Pearn

This paper reports on interview responses to three questions seeking preschool practitioners' perceptions of mathematical thinking in very young children. Generally, the interviewees were found to have a good sense of mathematical concepts relevant to babies and toddlers, and they cited evidence of young children's mathematical development. It is concluded that this practical knowledge provides a strong foundation for further professional development. [Author abstract]

Promoting The Wholesome Professor: Building, Sustaining And Assessing Faculty, Mildred M. Pearson Dr., Krishna Thomas

Mildred M. Pearson Dr.

No abstract provided.

Understanding Cpd Of Adults Through An Insider's Narrative, Imran Anjum Chaudary

Dr Imran Anjum

No abstract provided.

A Research Review Of Technology In Early Childhood Education: Implications For Best Practice, Deanna Laverick, Kelly Heider, Deanna Gay

Kelly Heider

The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak

Joanne E Goodell

The Northeast Ohio Model Schools Institute (NOMSI) provided professional development for school-based leadership teams in standards-based mathematics and science teaching practices and leadership skills. Leadership teams from six local school districts were recruited to attend a two-week summer institute in August 2001, which focused on national standards, principles of effective professional development, an understanding of the conditions necessary for change. One or two faculty from the College of Arts and Sciences at each university also participated in the summer institute. Teams prepared a professional development plan for their school or district and received a mini-grant to implement their plan. Coaches—experts …

The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak

Francis Broadway

The Northeast Ohio Model Schools Institute (NOMSI) provided professional development for school-based leadership teams in standards-based mathematics and science teaching practices and leadership skills. Leadership teams from six local school districts were recruited to attend a two-week summer institute in August 2001, which focused on national standards, principles of effective professional development, an understanding of the conditions necessary for change. One or two faculty from the College of Arts and Sciences at each university also participated in the summer institute. Teams prepared a professional development plan for their school or district and received a mini-grant to implement their plan. Coaches—experts …

Assessing The Impact Of Sustained Professional Development On Middle School Mathematics Teachers, Joanne E. Goodell, Lesley H. Parker, Jane Butler Kahle

Joanne E Goodell

The study reported in this paper examines the impact of the Ohio Statewide Systemic Initiative (SSI) on participating mathematics teachers. Quantitative data from 90 SSI-trained teachers and 400 teachers without training, along with qualitative data collected from seven SSI teachers who were visited in their classrooms are presented. Analysis of the quantitative data showed that SSI and Non-SSI teachers reported significantly different frequencies of reformed teaching practices and held significantly different views about the nature and pedagogy of mathematics. Qualitative data from the interviews highlighted that the SSI professional development experience, the ability to find creative ways to overcome lack …

The Use Of Interactive Focus Groups To Aid In The Identification Of Perceived Service And Support Delivery Needs Of Persons With Developmental Disabilities And Their Families, John J. Wheeler

John J. Wheeler