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Articles 1 - 28 of 28
Full-Text Articles in Education
Teacher Development Multi-Year Studies. Using Case Studies To Investigate And Understand Teaching Quality And Student Learning: Initial Lessons Learned, Jennie Chainey, Debbie Wong, Elizabeth Cassity, Hilary Hollingsworth
Teacher Development Multi-Year Studies. Using Case Studies To Investigate And Understand Teaching Quality And Student Learning: Initial Lessons Learned, Jennie Chainey, Debbie Wong, Elizabeth Cassity, Hilary Hollingsworth
Education Analytics Service
This paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report case …
Validating Professional Standards For Teachers: A Practical Guide For Research Design: Snapshot Literature Review, Jen Jackson, Yung Nietschke
Validating Professional Standards For Teachers: A Practical Guide For Research Design: Snapshot Literature Review, Jen Jackson, Yung Nietschke
Dr Jen Jackson
This report aims to establish a strong evidence base for planning a validation study of professional standards for teachers. It presents findings from a rapid "snapshot" review of relevant research literature, to identify previous examples of validation studies, and extract lessons from these about worthwhile methods and considerations in research design. This review was originally conducted to inform the design of a validation study of the draft Myanmar Teacher Competency Standards Framework, but may also have wider relevance to other education systems pursuing similar standards-based reforms. This report presents findings from the literature review. It is divided into four sections: …
Validating Professional Standards For Teachers: A Practical Guide For Research Design: Snapshot Literature Review, Jen Jackson, Yung Nietschke
Validating Professional Standards For Teachers: A Practical Guide For Research Design: Snapshot Literature Review, Jen Jackson, Yung Nietschke
Teaching standards and teacher evaluation
This report aims to establish a strong evidence base for planning a validation study of professional standards for teachers. It presents findings from a rapid "snapshot" review of relevant research literature, to identify previous examples of validation studies, and extract lessons from these about worthwhile methods and considerations in research design. This review was originally conducted to inform the design of a validation study of the draft Myanmar Teacher Competency Standards Framework, but may also have wider relevance to other education systems pursuing similar standards-based reforms. This report presents findings from the literature review. It is divided into four sections: …
Workshopping A Workshop: Collaborative Design In Educational Development, Eleanor V. H. Vandegrift, Amy B. Mulnix, Jennifer R. Yates, S. Raj Chaudhury
Workshopping A Workshop: Collaborative Design In Educational Development, Eleanor V. H. Vandegrift, Amy B. Mulnix, Jennifer R. Yates, S. Raj Chaudhury
To Improve the Academy: A Journal of Educational Development
Working remotely and collaboratively, our interdisciplinary team created an educational development workshop, Thinking Skills for the 21st Century: Teaching for Transfer, in which participants not only experience, apply, and reflect on teaching across educational settings but also connect this work to principles that have been demonstrated by learning science to support the transfer of knowledge. We used backward design to develop the workshop and evidence-based pedagogies in its implementation. We facilitated the workshop at two different national meetings for distinct audiences and also as part of an on-campus faculty development program. Here, we report on the workshop development and revision, …
Developing Evaluative Thinking And Evidence-Based Practice: A Synthetic Case Study, Tim Wyatt
Developing Evaluative Thinking And Evidence-Based Practice: A Synthetic Case Study, Tim Wyatt
2009 - 2019 ACER Research Conferences
The NSW Literacy and Numeracy Action Plan, which operated from 2012 to 2016, provided $261 millon to improve literacy and numeracy learning in 448 the most disadvantaged and lowest performing schools across the three education sectors in NSW. A key objective of the Action Plan was to enhance teacher and school leader capacity, including the ability to apply evidence-based practices and evaluative thinking to planning and programming for teaching and learning at a classroom level, and to planning and decision-making at a whole-school level. The concept and terminology of ‘evidence-based practice’ is in common parlance in Australian schools; however, in …
Writing Renewal Retreats: The Scholarly Writer, Contemplative Practice, And Scholarly Productivity, Edward Brantmeier, Cathryn Molloy, Jennifer Byrne
Writing Renewal Retreats: The Scholarly Writer, Contemplative Practice, And Scholarly Productivity, Edward Brantmeier, Cathryn Molloy, Jennifer Byrne
To Improve the Academy: A Journal of Educational Development
This article offers an exploratory case study of a program for faculty that blends contemplative practices, scholarly productivity, and renewal of faculty as writers at a retreat in a natural setting. We share faculty learning outcomes, logistics, a retreat agenda, and evaluation data from four writing renewal retreats conducted over two years to present initial insight into a contemplative approach to writing retreats that fosters a connection to self, to scholarship, and to a community of writers—key elements of a successful writing life. Through critical reflection on the role of contemplative practices, scholarly productivity, and faculty well-being, we offer a …
Plpt 496/892: Disease Dynamics & Evolution—A Peer Review Of Teaching Project Benchmark Portfolio, Sydney E. Everhart
Plpt 496/892: Disease Dynamics & Evolution—A Peer Review Of Teaching Project Benchmark Portfolio, Sydney E. Everhart
UNL Faculty Course Portfolios
This benchmark course portfolio was developed as a component of the University of Nebraska Peer Review of Teaching. The course selected for this portfolio was a new course developed and taught as an Independent Study PLPT 496/892. The working title for the course was Disease Dynamics and Evolution. This course was designed to cover core concepts of disease ecology and pathogen emergence/evolution. Concepts were organism-agnostic and important for understanding infectious diseases of humans, animals, and plants. The course format was lecture-based and inquiry driven, using primary literature as case studies. The goal of this course was to use interesting and …
Institutionalizing Faculty Mentoring Within A Community Of Practice Model, Emily R. Smith, Patricia E. Calderwood, Stephanie Burrell Storms, Paula Gill Lopez, Ryan P. Colwell
Institutionalizing Faculty Mentoring Within A Community Of Practice Model, Emily R. Smith, Patricia E. Calderwood, Stephanie Burrell Storms, Paula Gill Lopez, Ryan P. Colwell
To Improve the Academy: A Journal of Educational Development
In higher education, faculty work is typically enacted—and rewarded—on an individual basis. Efforts to promote collaboration run counter to the individual and competitive reward systems that characterize higher education. Mentoring initiatives that promote faculty collaboration and support also defy the structural and cultural norms of higher education. Collaborative mentoring initiatives, however, support all faculty to be lifelong learners. We analyze a reciprocal model of mentoring—a community of practice for mentoring—that integrates collaborative mentoring into faculty’s daily work. Additionally, we examine the dilemmas, benefits, and costs of institutionalizing a community of practice model for mentoring in higher education. Our analyses indicate …
Alternativeness In Art Education: Case Studies Of Art Instruction In Three Non-Traditional Schools, Karin Lee Tollefson-Hall
Alternativeness In Art Education: Case Studies Of Art Instruction In Three Non-Traditional Schools, Karin Lee Tollefson-Hall
Karin Tollefson-Hall
In this study I present case studies of the art classes at three private schools in the Midwest. The schools include a Catholic school, a Mennonite school and a Transcendental Meditation school. In the study I spent time observing art classes at each school for eighteen weeks totaling an average of thirty hours in each school. At the schools I observed the art classes and interviewed the art teachers, administrators and students in order to be able to describe the history and philosophy of each school as well as the art teaching and learning that occur in the art classes. …
Teorías Implícitas Sobre El Aprendizaje En Profesores De La Universidad De La Salle Estudio De Caso E Y F, Marcela Salamanca Ardila
Teorías Implícitas Sobre El Aprendizaje En Profesores De La Universidad De La Salle Estudio De Caso E Y F, Marcela Salamanca Ardila
Licenciatura en Español y Lenguas Extranjeras
En el marco de los proyectos de la Coordinación de Pedagogía y Didáctica para el desarrollo profesional del docente universitario, es fundamental contar con los soportes y fundamentos que orienten los procesos encaminados a dicho desarrollo. En este sentido, la investigación se presenta como uno de los principales soportes que permite acercarse de manera objetiva y sustentada a las características propias de los procesos de enseñanza en el ámbito universitario. Esta investigación fue desarrollada teniendo en cuenta los siguientes aspectos: el profesor universitario, las teorías implícitas que tienen los profesores universitarios, el aprendizaje en la universidad y el estudio de …
Classroom Teachers Learning To Navigate The Internet For Increasing Student Critical Reading And Writing Skills: A Mixed Methods Study, Meleah S. Mcculley
Classroom Teachers Learning To Navigate The Internet For Increasing Student Critical Reading And Writing Skills: A Mixed Methods Study, Meleah S. Mcculley
Boise State University Theses and Dissertations
The focus of this mixed methods case study was a three-month professional development workshop designed to guide junior high school classroom teachers as they learned to integrate new literacies skills into their curriculum. The participants were all educators in one district that was in the process of transitioning to the Common Core State Standards and the SMARTER Balanced Assessments. Significant gains were obtained in teachers’ self-reported personal technology knowledge and technology experiences during the study. Along with the gains, factors were seen that might impede teachers from learning about or using the Internet for academic purposes.
Bridging Contexts: Creating An Online Professional Development Tool For Enhancing Teacher-Family Communication, Joan Walker
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.
Instructional Designers As Leaders In Professional Learning Communities: Catalysts For Transformative Change, Shari Smith
Instructional Designers As Leaders In Professional Learning Communities: Catalysts For Transformative Change, Shari Smith
Academic Leadership: The Online Journal
When it comes to gifted and talented education, once a student has been identified as gifted, educators make it a priority to push them to higher levels of thinking. Higher thinking is one of the desires of these gifted students, however the emotional needs of gifted students can often be lost as they are driven to focus on their academic abilities (Johnson, 2001). Often times the assumption about gifted students is that they come from a two parent home and that they will make good grades no matter what. The following modified verbatim examples will show the impact of not …
Spirituality And 21st Century School Leadership, Kathleen Fite, Robert Reardon, Mike Boone
Spirituality And 21st Century School Leadership, Kathleen Fite, Robert Reardon, Mike Boone
Academic Leadership: The Online Journal
The current status of educational reform issues related to general education and special education provides the opportunity for the creation of a system that encompasses the goals of both groups in a cohesive manner. Previously, these issues have been addressed separately; however, recent research identifies a progression of change in the focus of ideas in both general education and special education. The first two phases of school reform focused initially on raising standards and then on teacher empowerment and site-based management. The current phase of school reform focuses on the instructional needs of the individual student and rejects the premise …
Teachers Identify And Support At-Risk Gifted Students, Theresa Monaco, Danna Eichenold, Victoria Kasper, Claudi Gonzales
Teachers Identify And Support At-Risk Gifted Students, Theresa Monaco, Danna Eichenold, Victoria Kasper, Claudi Gonzales
Academic Leadership: The Online Journal
Six experienced teachers in the regular classroom, who happen to have one, or more students that was identified by the school as having gifted characteristics or students that teachers felt should have been identified as a gifted student, develop their way of helping students overcome personal challenges. It is our hope that a research documented approach will catch the eye of other teachers and motivate them to do the same. Each teacher documented research as it relates to his/her student(s). In the absence of a school identification process, other researched identification processes served as benchmark for teacher support. Following are …
Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis
Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis
Dr Elizabeth Kleinhenz (retired)
This research was conducted by the Australian Council for Educational Research (ACER) in 2005. The study was a result of the New Zealand Primary Teachers Collective Agreement 2004-2007 which specified that a workload study be complete to consider how the work of a teacher could be better structured, resourced and organised to support more effective classroom teaching. The purpose of the study was to gain an understanding of the nature and patterns of primary teachers' work. The research was commissioned by the New Zealand Ministry of Education.
Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis
Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis
Jenny Wilkinson (retired)
This research was conducted by the Australian Council for Educational Research (ACER) in 2005. The study was a result of the New Zealand Primary Teachers Collective Agreement 2004-2007 which specified that a workload study be complete to consider how the work of a teacher could be better structured, resourced and organised to support more effective classroom teaching. The purpose of the study was to gain an understanding of the nature and patterns of primary teachers' work. The research was commissioned by the New Zealand Ministry of Education.
Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis
Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis
Dr Lawrence Ingvarson (Consultant)
This research was conducted by the Australian Council for Educational Research (ACER) in 2005. The study was a result of the New Zealand Primary Teachers Collective Agreement 2004-2007 which specified that a workload study be complete to consider how the work of a teacher could be better structured, resourced and organised to support more effective classroom teaching. The purpose of the study was to gain an understanding of the nature and patterns of primary teachers' work. The research was commissioned by the New Zealand Ministry of Education.
Signposts: Research Points To How Victorian Government Schools Have Improved Performance, Elizabeth Hartnell-Young
Signposts: Research Points To How Victorian Government Schools Have Improved Performance, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
The Blueprint for Education and Early Childhood Development (DEECD, 2008) underlines the importance of providing opportunities for every child to succeed, in every circumstance. The Blueprint points out that, while previous reforms are paying dividends, improvement is not yet consistent across all schools. So, to support a reform agenda for all schools to improve, this research by the Department of Education and Early Childhood Development (DEECD) was specifically designed to investigate the nature of the practices in those schools where Victorian strategies are showing positive results. We wanted to have greater knowledge of the practices of Victorian schools that lead …
The Impact Of Education Management Organizations On Academic Achievement In Three Middle Schools In The School District Of Philadelphia, Pennsylvania, Ralph A. Burnley Jr.
The Impact Of Education Management Organizations On Academic Achievement In Three Middle Schools In The School District Of Philadelphia, Pennsylvania, Ralph A. Burnley Jr.
Seton Hall University Dissertations and Theses (ETDs)
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Decisional Deprivation, Equilibrium And Saturation As Variables In Teacher Motivation, Job Satisfaction And Morale In Nigeria, Pv. F. Permetomode
Decisional Deprivation, Equilibrium And Saturation As Variables In Teacher Motivation, Job Satisfaction And Morale In Nigeria, Pv. F. Permetomode
Academic Leadership: The Online Journal
Decision-making is a key responsibility of all school administrators. While some single handedly take decisions, others consult with their subordinates before taking decisions, yet some others involve subordinates and they both take decisions collectively. This latter phenomenon has been aptly described as participative or collective decision making. One other major concern of educational administrators has been how to motivate, ensure a feeling of job satisfaction and engender high morale in their teachers and other subordinates. This is because it is assumed that motivated, satisfied teachers with high morale are likely to be more committed to their duties and also be …
Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis
Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis
Teacher workforce and careers
This research was conducted by the Australian Council for Educational Research (ACER) in 2005. The study was a result of the New Zealand Primary Teachers Collective Agreement 2004-2007 which specified that a workload study be complete to consider how the work of a teacher could be better structured, resourced and organised to support more effective classroom teaching. The purpose of the study was to gain an understanding of the nature and patterns of primary teachers' work. The research was commissioned by the New Zealand Ministry of Education.
Lesson Study : A Professional Learning Model That Actually Makes A Difference, Hilary Hollingsworth, Delwyn Oliver
Lesson Study : A Professional Learning Model That Actually Makes A Difference, Hilary Hollingsworth, Delwyn Oliver
Dr Hilary Hollingsworth
Over the past year, a group of mathematics teachers from one Victorian school engaged in a process of professional learning called Lesson Study. In bi-weekly meetings that focused on the development of a single exemplary lesson, they questioned, pondered, discussed, debated, explored, and examined mathematics, and the teaching and learning of mathematics. This paper describes the process and the outcomes of what these teachers consider to be the most powerful professional learning they have experienced.
The Quality Of Learners' Knowledge About Teaching And Learning, Helen Askell-Williams
The Quality Of Learners' Knowledge About Teaching And Learning, Helen Askell-Williams
Shannon Research Press
The aim of this monograph is to report the development and application of a framework for identifying quality in teachers' and learners' knowledge about teaching and learning.
A Study Of The Impact Of The New Jersey Core Curriculum Content Standards On The Instructional Practices Of Teachers In Grades 1-4, David H. Dilks
A Study Of The Impact Of The New Jersey Core Curriculum Content Standards On The Instructional Practices Of Teachers In Grades 1-4, David H. Dilks
Seton Hall University Dissertations and Theses (ETDs)
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A Study Of The Impact Of The New Jersey Core Curriculum Content Standards On The Instructional Practices Of Teachers In Grades 1-4, David H. Dilks
A Study Of The Impact Of The New Jersey Core Curriculum Content Standards On The Instructional Practices Of Teachers In Grades 1-4, David H. Dilks
Seton Hall University Dissertations and Theses (ETDs)
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Improving Teaching: A Case For Cases, Hilary Hollingsworth, David Clarke
Improving Teaching: A Case For Cases, Hilary Hollingsworth, David Clarke
Dr Hilary Hollingsworth
Other professions make extensive use of the study of cases for professional development. This article points out the particular virtues which a case-based (as opposed to principles- based) approach adds to a comprehensive professional development program.
Affirmative Action: A Case Study, Elizabeth Hartnell-Young
Affirmative Action: A Case Study, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
This paper explores what is a timely and overdue issue in educational administration: women's access to positions of responibility. Through a case study the author provides us with some insights on how the issues were played out in one school.