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Full-Text Articles in Education
Turkish And Lithuanian Efl Instructors' Professional Development Experiences: Worth The Effort, Or Waste Of Time?, Servet Celik, Nemira Mačianskienė, Kübra Aytin
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 …
An Investigation Of The Factors That Motivate K-12 Christian School Teachers To Participate In Professional Development And The Relationship To Job Satisfaction And Retention, Bonita Bailey
Doctoral Dissertations and Projects
This study was conducted to advance knowledge by examining the reasons that motivate teachers to participate in professional development and the relationship to teacher job satisfaction and retention in Christian-based K-12 Association of Christian Schools International (ACSI) member schools. The study contributes to the literature in the field because of very limited research on Christian-based schools, especially with regards to professional development, job satisfaction and retention. The study was a quantitative, non-experimental, correlational research design using two instruments, i.e., the Participation Reasons Scale (PRS) and the Job Satisfaction/Retention/Demographic Survey. The PRS scores indicated that the motivating factors for teachers to …
Secondary Mathematics Teachers’ Literacy Professional Learning: An Amalgamation Of Adolescent Literacy, Mathematics Teaching, And Adult Learning, Janet L. Larson
Secondary Mathematics Teachers’ Literacy Professional Learning: An Amalgamation Of Adolescent Literacy, Mathematics Teaching, And Adult Learning, Janet L. Larson
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This study uses practitioner research to examine secondary mathematics teachers’ learning of literacy integration practices in the context of a district-wide literacy professional development series. The author, a secondary mathematics curriculum and instruction facilitator in a large, Midwestern suburban district, engaged in a two-year partnership with seventeen Mathematics Teacher Facilitators (MTFs) who taught literacy practices to their colleagues via a train-the-trainer model. This study provides an explicit rendering of professional development practices and ongoing, job-embedded learning vignettes of six MTF’s experiences in (a) teaching literacy practices to their colleagues and (b) how they learned and enacted these practices in their …
A Primer For Mathematical Modeling, Marla A. Sole
A Primer For Mathematical Modeling, Marla A. Sole
Publications and Research
With the implementation of the National Council of Teachers of Mathematics recommendations and the adoption of the Common Core State Standards for Mathematics, modeling has moved to the forefront of K-12 education. Modeling activities not only reinforce purposeful problem-solving skills, they also connect the mathematics students learn in school with the mathematics they will use outside of school. Instructors have found mathematical modeling difficult to teach. To successfully incorporate modeling activities I believe that curricular changes should be accompanied by professional development for curriculum developers, classroom teachers, and higher education professionals. This article serves as an introduction to modeling by …
Exploring Identity-Based Challenges To English Teachers’ Professional Growth, Heather C. Camp
Exploring Identity-Based Challenges To English Teachers’ Professional Growth, Heather C. Camp
Teaching/Writing: The Journal of Writing Teacher Education
This study explores identity-based challenges that can hinder secondary English teachers enrolled in Master’s degree programs from experiencing professional growth. It illustrates how identity conflicts can prevent teachers from integrating a disciplinary identity into their professional sense-of-self, thereby limiting the benefits they might gain from graduate coursework. In particular, the study suggests that dissonance between discourse norms and values, concerns about community allegiances, and assumptions about language, difficulty, and power can impede teachers from appropriating disciplinary discourse and hinder them from combining it with more familiar discourses that circulate in schools and shape teachers’ identities.
Mentoring: A Grounded Theory Study Examining How The Relationship Between The Mentor And Mentee Becomes Mutually Beneficial, David Martin
Mentoring: A Grounded Theory Study Examining How The Relationship Between The Mentor And Mentee Becomes Mutually Beneficial, David Martin
Doctoral Dissertations and Projects
This grounded theory qualitative study examined the mentee/mentor relationship between five first year teachers and their five assigned mentors in a school district in Central Florida. To generate a model that seeks to explain how and why a mentee/mentor relationship changes and evolves from that of a single directional stream of information to that of a bidirectional stream which benefits the professional development of both parties, the grounded theory approach was utilized. Three forms of data were collected: interviews, focus groups, and participant journaling. This data along with artifacts and documents describing the school setting and the use of mentors …
What Happened To The National Statement For The Teaching Profession?, Lawrence C. Ingvarson
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 …