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2012

Teacher Education and Professional Development

Professional development

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Full-Text Articles in Education

An Exploratory Study Of Teacher Empowerment And Technical Education In Kentucky, Lee Ann Wall Dec 2012

An Exploratory Study Of Teacher Empowerment And Technical Education In Kentucky, Lee Ann Wall

Dissertations

The purpose of this study was to examine the relationship between teachers’ perceptions of empowerment and principal use of power within career and technical education in Kentucky. The researcher posits that, with the continual process of educational reform, principals need to understand what empowers teachers to perform as additional expectations and responsibilities are being mandated.

The researcher used a mixed methods design to examine power bases that career and technical education teachers perceived were used by their principals to identify teachers’ perceived empowerment, as well as influencers and barriers. Data were collected with a survey and two open-ended questions from ...


Influence Of Teacher Qualifications, Experience, Instructional Methods, And Professional Development On Student Achievement On The Mississippi Writing Assessment In Grades Four And Seven, Stacy Kihneman Garcia Dec 2012

Influence Of Teacher Qualifications, Experience, Instructional Methods, And Professional Development On Student Achievement On The Mississippi Writing Assessment In Grades Four And Seven, Stacy Kihneman Garcia

Dissertations

The purpose of this study was to determine if teacher qualifications, experience, instructional methods, and professional development influenced student achievement on the Mississippi Writing Assessment in grades four and seven. The study was conducted in the three coastal counties of southern Mississippi. Participants were fourth or seventh grade teachers who taught in one of the eight school districts that were included in the study.

Participants were asked to provide information regarding their qualifications, amount of classroom experience, preferred instructional methods, and feelings on professional development. Also requested from each teacher was his/her classroom average on the Mississippi Writing Assessment ...


An Examination Of Mississippi Public School Teachers' Perceptions Of The Effectiveness Of Their Professional Development Experiences In Raising Student Achievement, Daniel Martin Rushing Dec 2012

An Examination Of Mississippi Public School Teachers' Perceptions Of The Effectiveness Of Their Professional Development Experiences In Raising Student Achievement, Daniel Martin Rushing

Dissertations

The purpose of this study is to provide insight into the elements needed to produce a high quality professional development program for teachers. The researcher sought to determine possible factors that had a significant relationship to Mississippi public school teachers’ perceptions of the effectiveness of their professional development experiences in raising student achievement. Furthermore, the researcher wanted to identify possible inequities with professional development opportunities for teachers in Mississippi. It is the hope of the researcher to highlight the characteristics of effective professional learning defined by research that would kindle a desire in classroom teachers to advance their skill levels ...


The Value Based Professional Development For Teachers’ Attitude, Behavior And Enhanced Professionalism : A School Based Intervention Through A Whole School Improvement Program (Wsip), Khush Funer Murtaza, Abida Begum, Sharifullah Baig Nov 2012

The Value Based Professional Development For Teachers’ Attitude, Behavior And Enhanced Professionalism : A School Based Intervention Through A Whole School Improvement Program (Wsip), Khush Funer Murtaza, Abida Begum, Sharifullah Baig

Professional Development Centre, Gilgit

This paper highlights the strategies and approaches employed to bring about positive changes in the attitude and behavior of the teachers and enhance their sense of professionalism in a girl’s high school of Gilgit Baltistan Pakistan. In addition to that, it illuminates the successes, challenges and the influence of these strategies and approaches on the overall school environment. These interventions were part of the one year long whole school improvement program(WSIP) exercised by PDCN in the academic year 2009-10 of the particular school. The strategies started with vision building, team building and task delegation, distributing the leadership and ...


A Personalised Needs-Led Group Approach To Induction: Perceptions Of Early Academics In A University School Of Education, Joy Jarvis, Claire Dickerson, Leo Chivers, Chris Collins, Libby Lee, Roger Levy, Dianne Solly Nov 2012

A Personalised Needs-Led Group Approach To Induction: Perceptions Of Early Academics In A University School Of Education, Joy Jarvis, Claire Dickerson, Leo Chivers, Chris Collins, Libby Lee, Roger Levy, Dianne Solly

Australian Journal of Teacher Education

Members of staff joining a school of education often have extensive experience in practice but not in academia and the university setting may present a complex diversity of roles, ways of working, values and goals. Colleagues may face issues of understanding the organisational structure and culture, changing identities, and concerns about their academic reading and writing abilities. This paper presents a study designed to examine the efficacy of a personalised needs-led self-study group approach to induction for experienced professionals joining a University School of Education. The approach was new to both current staff members and the four early academic ...


Research As Collaborative Act: A Latherian Approach To Collaborative Analysis Of Race-Based Professional Development With K-12 Educators, Susan Adams Sep 2012

Research As Collaborative Act: A Latherian Approach To Collaborative Analysis Of Race-Based Professional Development With K-12 Educators, Susan Adams

Susan Adams

Paper presented at the 33rd Annual Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, October 19, 2012.


“I’M Teaching What?!”: Preparing University Faculty For Online Instruction, Susan Ohara, Robert Pritchard Sep 2012

“I’M Teaching What?!”: Preparing University Faculty For Online Instruction, Susan Ohara, Robert Pritchard

Journal of Educational Research and Practice

The percentage of higher education students enrolled in online courses has increased from 9.6 percent in fall 2002 to 33 percent in fall 2010. Due to the increased importance of online courses and programs on university campuses there is a need to better prepare novice technology faculty for the delivery of these courses. This article provides a description of the process through which a group of faculty with low to high technology skills prepared to deliver an online masters program. Minutes of meetings, documents produced, online discussion transcripts, and informal conversations were all used as data to analyze outcomes ...


Moving Forward On Common Ground: A Mixed Methods Exploration Of National Standards, Sharon Kay Cogan Aug 2012

Moving Forward On Common Ground: A Mixed Methods Exploration Of National Standards, Sharon Kay Cogan

UNLV Theses, Dissertations, Professional Papers, and Capstones

There is extant literature regarding teacher professional development; however, there is limited research in the area of "high-quality" teacher professional development practices which are advocated for at the government and district levels based on Learning Forward's (formerly National Staff Development Council - NSDC) guidelines for school reform.

The intent of this proposed research study is to examine the professional development practices of three elementary schools in a large urban area in the southwest region of the United States, and how well the professional development practices align with Learning Forward's national standards for constructing effective professional development. Administrators and teachers ...


Designing Professional Development For Better Pedagogy: A Higher Education Experience In Pakistan, Imran Anjum Chaudary, Shahida Imran Jun 2012

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

Imran Anjum Chaudary

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 ...


Education Preparation To Respond To The Needs Of Homeless Children & Youth: Perceptions Of School Personnel, Sarah Elizabeth Harris May 2012

Education Preparation To Respond To The Needs Of Homeless Children & Youth: Perceptions Of School Personnel, Sarah Elizabeth Harris

Honors Scholar Theses

Each year, 1.5 million children spend at least one night in a homeless situation (Public Broadcast Station, 2009). These students struggle to achieve academically with schooling that is inconsistent in both location and curriculum and living conditions that are not conducive to homework and study. This study examined educators’ perceptions of homelessness and the academic and social needs of homeless students, as well as the preparation that teachers and other school personnel report that they have received in pre-service preparation programs and through professional development opportunities to address the unique needs of homeless children and youth. The project explored ...


Narrative Education: Bridging Technology And Storytelling As Tools For Teachers And Students To Meet The Common Core Standards Of Education, Leslie C. Soodak May 2012

Narrative Education: Bridging Technology And Storytelling As Tools For Teachers And Students To Meet The Common Core Standards Of Education, Leslie C. Soodak

Cornerstone 2 Reports : Community Outreach and Empowerment Through Service Learning and Volunteerism

No abstract provided.


Learning From Mentoring Relationships Within And Between Higher Education Institute Staff, Sinead Mccann May 2012

Learning From Mentoring Relationships Within And Between Higher Education Institute Staff, Sinead Mccann

Staff Articles and Research Papers

As part of the PERARES project, staff on the Programme for Students Learning with Communities (SLWC) in DIT have been formally mentored by staff at Queen’s University Belfast, with over 20 years experience fostering community-based research (CBR) projects. This paper shares both experiences of the invaluable support, insight and practical guidance emerging from this mentoring relationship, and considers early outcomes from a pilot of informal mentoring relationships in DIT between academic staff experienced in CBR and staff starting CBR projects with students for the first time.


Bridging Contexts: Creating An Online Professional Development Tool For Enhancing Teacher-Family Communication, Joan Walker May 2012

Bridging Contexts: Creating An Online Professional Development Tool For Enhancing Teacher-Family Communication, Joan Walker

Cornerstone 1 Reports : Expansion and Enhancements of the Thinkfinity Platform

No abstract provided.


The Effects Of Online Professional Development In Technology With Virtual Communities Of Practice On Teachers’ Attitudes And Content Integration, Donna Geidel Baratta May 2012

The Effects Of Online Professional Development In Technology With Virtual Communities Of Practice On Teachers’ Attitudes And Content Integration, Donna Geidel Baratta

Education Dissertations

This quasi-experimental study examined the effects of online professional development in technology with Virtual Communities of Practice (VCoP) on teachers’ attitudes and content integration. This research study took place completely online. Over a period of nine months three cohorts of educators from diverse backgrounds and geographical locations took part in a six week course of online professional development using resources designed by the researcher. The comparison group in each of the three cohorts accessed content via a course website and corresponded with the researcher only. The treatment group in each of the three cohorts accessed content via a course wiki ...


Assessing Content Knowledge And Changes In Confidence And Anxiety Related To Economic Literacy In A Professional Development Program For History Teachers, Julia M. Rollison, Larry H. Ludlow, Todd Wallingford Apr 2012

Assessing Content Knowledge And Changes In Confidence And Anxiety Related To Economic Literacy In A Professional Development Program For History Teachers, Julia M. Rollison, Larry H. Ludlow, Todd Wallingford

Journal of Educational Research and Practice

The purpose of this study was to determine the impact of a Teaching American History professional development program on content knowledge, and confidence and anxiety associated with teaching economic literacy. Two content assessments and a confidence and anxiety instrument were administered to teachers prior to and immediately following a two-week Summer Institute. Statistically significant findings included an increase in economics content knowledge and an increase in confidence combined with a decrease in anxiety. The scale and measurement model employed to examine status and subsequent change should be useful for similar professional development initiatives and evaluations.


The Development And Use Of Online Modules For Professional Development In Early Childhood Education, Angela Stone-Macdonald, Anne Douglass, Marylu Love, Institute For Community Inclusion, University Of Massachusetts Boston Apr 2012

The Development And Use Of Online Modules For Professional Development In Early Childhood Education, Angela Stone-Macdonald, Anne Douglass, Marylu Love, Institute For Community Inclusion, University Of Massachusetts Boston

Office of Community Partnerships Posters

The goals of this program is to examine the role of online training modules in professional development for early childhood educators, to understand the technological capacity of the early childhood workforce for using online professional development and to examine the challenges/barriers to the field in using online professional development and technology-mediated learning.


University-School Partnerships: Pre-Service And In-Service Teachers Working Together To Teach Primary Science., John Daniel Kenny Mar 2012

University-School Partnerships: Pre-Service And In-Service Teachers Working Together To Teach Primary Science., John Daniel Kenny

Australian Journal of Teacher Education

This paper reports on a partnership approach preparing pre-service primary teachers to teach science. Partnerships involving pre-service teachers and volunteer in-service colleagues were formed to teach science in the classroom of the colleague, with support from the science education lecturer. Each pre-service teacher collaboratively planned and delivered a sequence of at least six science lessons over six weeks.

An earlier paper reported on how the program affected the confidence of the pre-service teachers. Over three iterations, 61 in-service teachers from 23 local schools participated.

In this paper the data from the colleague teachers and principals who participated is explored. The ...


Locating Supervision—A Reflective Framework For Negotiating Tensions Within Conceptual And Procedural Foci For Teacher Development, Jennifer L. Snow-Gerono Feb 2012

Locating Supervision—A Reflective Framework For Negotiating Tensions Within Conceptual And Procedural Foci For Teacher Development, Jennifer L. Snow-Gerono

Jennifer L. Snow

This manuscript presents a theoretical construct for analyzing procedural and conceptual tensions within instructional leadership for teacher development. The dynamic, multi-dimensional framework demonstrates possibilities for locating supervision as having procedural and conceptual bases. By employing the questions identified, educators place themselves within the framework focused on specific areas and located along a procedural to conceptual continuum. Identifying tensions in practice guides educators to be more reflective when engaging in professional growth. Ultimately, teachers need to become empowered to engage in reflective supervision in order to guide professional development, teaching and learning.


Teacher Professional Development: Who Is The Learner?, Kirsten Petrie, Clive Mcgee Feb 2012

Teacher Professional Development: Who Is The Learner?, Kirsten Petrie, Clive Mcgee

Australian Journal of Teacher Education

One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a plethora of curriculum policy and reform initiatives. This paper explores how the design and delivery of one PD programme, the Physical Activity Initiative (PAI), positioned and supported teachers as learners. An evaluation of the programme sought data from 25 teachers and 14 advisers to schools. The focus was the ...


Transformative Preparation And Professional Development: Authentic Reflective Practice For School Leadership, Joseph A. Polizzi Ph.D, William Frick Ph.D Jan 2012

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.


Culturally Responsive Professional Development For Latinas In Family Child Care: A Dissertation, Jody Figuerido Jan 2012

Culturally Responsive Professional Development For Latinas In Family Child Care: A Dissertation, Jody Figuerido

Educational Studies Dissertations

Latina Family Child Care (FCC) Educators provide early education and care (EEC) for children in their homes. High quality EEC programs, including the FCC setting, help children form a firm foundation for future learning, resulting in positive outcomes. In order to provide this level of programming, educators must participate in specialized training related to early childhood education. Unfortunately, the literature provides limited guidance regarding professional development that meets the needs of the diverse adult learner in the field of early childhood education. The focus of this qualitative study is to articulate the elements of culturally responsive professional development for the ...


Behind The Scenes: Understanding Teacher Perspectives On Technology Integration In A Suburban District Technology Initiative: A Dissertation, John Woolard Jan 2012

Behind The Scenes: Understanding Teacher Perspectives On Technology Integration In A Suburban District Technology Initiative: A Dissertation, John Woolard

Educational Studies Dissertations

Efforts to prepare students with skills necessary to compete in a 21st Century global, digital economy require technological literacy, but many teachers are inhibited by antiquated models of education and epistemological beliefs that leave them reluctant to integrate educational technologies in their content instruction (Dunn & Rakes, 2010; Mouza & Wong, 2009). At the most basic level, apart from time constraints influenced by contradictory school improvement plans, elementary school teachers must contend with the barriers known to hinder the integration of information and communication technology (ICT) including: access, familiarity, training and support (Collins & Halverson, 2009, Levin & Wadmany, 2008). This case study consisted of face-to-face ...


Implementation Of Professional Learning Standards In Georgia Schools: An Examination Of The Current Reality, Mary M. Chandler, Tak Cheung Chan Jan 2012

Implementation Of Professional Learning Standards In Georgia Schools: An Examination Of The Current Reality, Mary M. Chandler, Tak Cheung Chan

Faculty Publications

Professional learning is considered important for improving teacher quality and for development of organizational capacity to boost school improvement for student learning. This mixed methodology study examines the implementation of the National Staff Development Council Standards (NSDC) in professional learning in Georgia schools through the NSDC Standards Assessment Instrument and six open-ended follow-up questions. The findings suggest that teachers in Georgia did not perceive that professional learning holds a high priority by their school leaders, state legislators, and key policy makers. However, they rated their effort toward context and content areas of professional learning to be above average.


Perceptions Of Middle School Teachers On The Quality Of Professional Development, Safurat Anike Giwa Jan 2012

Perceptions Of Middle School Teachers On The Quality Of Professional Development, Safurat Anike Giwa

Dissertations

Professional learning and professional development are the essential tools employed in schools, districts, and universities in order to increase teachers' knowledge and skills. To gain the most from professional development in middle schools, the experiences and activities must be based on standards. Few researchers explore how teachers think about the context, process, and content of current professional development at the middle school level. This dissertation examines how teacher learning is demonstrated in professional development activities and experience and assesses whether middle school teachers' perceptions of their professional development experiences is aligned to the standards of Learning Forward (2001) (formerly the ...


Member Perceptions Of Informal Science Institutions Graduate Certificate Program: Case Study Of A Community Of Practice, Lois A. Ball Jan 2012

Member Perceptions Of Informal Science Institutions Graduate Certificate Program: Case Study Of A Community Of Practice, Lois A. Ball

Graduate Theses and Dissertations

Abstract

This research attempted to understand the experiences of a cohort of informal and formal science educators and informal science institution (ISI) community representatives during and after completion of a pilot graduate certificate program. Informal science educators (ISEs) find limited opportunities for professional development and support which influence their contributions to America's science literacy and school science education. This emergent design nested case study described how an innovative program provided professional development and enabled growth in participants' abilities to contribute to science literacy. Data were collected through interviews, participant observations, and class artifacts. The program by design and constituency ...


Exploring The Effectiveness Of The Learning Community As A Form Of Professional Development And A Catalyst For Changing The Beliefs And Practices Of Family Child Care Providers, Jennifer Gerdes Jan 2012

Exploring The Effectiveness Of The Learning Community As A Form Of Professional Development And A Catalyst For Changing The Beliefs And Practices Of Family Child Care Providers, Jennifer Gerdes

Public Access Theses and Dissertations from the College of Education and Human Sciences

This study explored the influence of a 12-hour professional learning community for family child care providers in an urban Midwest city on the participants’ beliefs and practices. A secondary purpose was to explore the potential of the professional learning community as a format for professional development of family child care providers. Data for this study were collected in multiple ways including participant journals, field notes, recordings of learning community sessions, and collected artifacts from learning community provocations. For this group of family child care providers, the learning community was a useful format for professional development. The learning community influenced growth ...


Teacher Inquiry As Transformative Learning: The Work Of An Adolescent Literacy Education Study Group, Kathleen Riley Jan 2012

Teacher Inquiry As Transformative Learning: The Work Of An Adolescent Literacy Education Study Group, Kathleen Riley

Publicly Accessible Penn Dissertations

Teacher inquiry communities are an essential part of the teacher research movement. They allow teachers to see new possibilities for themselves and students, often within constrained policy environments. These communities have at their heart the generation of knowledge for improving practice and are sometimes posed as a powerful form of professional development. However, it has been argued that viewing inquiry communities within some of the most prevalent professional development frameworks common in schools limits their transformative potential (Cochran-Smith & Lytle, 2009).

This study builds on existing research about inquiry communities to conceptualize inquiry as transformative adult learning. It uses participatory and practitioner methodologies to offer an account of an inquiry community, comprised of five teachers and me, focused on adolescent literacy education. The conceptual framework for this study was drawn from adult learning theory (e.g. Brookfield, 1986; Mezirow, 1991); emancipatory traditions (e.g. Horton & Freire, 1990; McIntyre, 2007); feminist pedagogies (e.g. hooks, 1994; Weiler, 1991); and teacher inquiry (e.g ...


Effects Of Tiered Training On General Educators' Use Of Specific Praise, M. T. Thompson, Michelle Marchant, D. Anderson, Mary Anne Prater, G. Gibb Jan 2012

Effects Of Tiered Training On General Educators' Use Of Specific Praise, M. T. Thompson, Michelle Marchant, D. Anderson, Mary Anne Prater, G. Gibb

All Faculty Publications

Research suggests a compelling correlation between teacher behavior and effective learning environments. Focusing on the evidence-based teaching skill of offering behavior-specific praise (BSP), the researchers worked with three elementary-level general educators in a tiered model of training generally known as response to intervention (RtI). Although RtI commonly provides targeted instructional support to students, this study used the RtI framework to provide professional development instruction to teachers. The researchers also tracked the behavior of three students identified by the teachers as having behavioral difficulties, who became the focus of each teacher's BSP. Results showed increases in rates of BSP following ...


An Exploratory Study Of Principals' And Teachers' Perceptions Of School Work Conditions In Sinclair County, Georgia, Veronica Lawrence Jan 2012

An Exploratory Study Of Principals' And Teachers' Perceptions Of School Work Conditions In Sinclair County, Georgia, Veronica Lawrence

Electronic Theses and Dissertations

This quantitative study investigated principals’ (n = 16) and teachers’ (n = 362) perceptions of five work conditions domains: Professional Development, Facilities and Resources, Leadership, Empowerment, and Use of Time. This quantitative study used two instruments: principal work conditions survey and teacher work conditions survey to collect data. Data were analyzed using descriptive statistics and a factorial analysis of variance. Findings revealed observed differences in principals’ and teachers’ perceptions of school work conditions. The factorial analysis of variance (ANOVA) showed statistically significant differences for domain scores of Facilities and Resources, Leadership, and Empowerment by type of school. No significant differences were found ...


Teachers Reclaiming Their Voices In Student Learning And Initiating Their Own Professional Growth: Suggestions For The Obama Administration, Zeynep Isik-Ercan Dec 2011

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.