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Articles 1 - 19 of 19
Full-Text Articles in Education
Professional Development In Reading First Ohio: Comparison Of Four Methods Of Professional Development Delivery, Catherine Rosemary, Kathleen Roskos, Russell Brown, Leann Krosnick, Lisa Lenhart, Tania Jarosewich, John Savery, James Salzman, Linda Collins
Professional Development In Reading First Ohio: Comparison Of Four Methods Of Professional Development Delivery, Catherine Rosemary, Kathleen Roskos, Russell Brown, Leann Krosnick, Lisa Lenhart, Tania Jarosewich, John Savery, James Salzman, Linda Collins
John R Savery
No abstract provided.
Framing The Integration Of Computers In Beginning Teacher Professional Development, N. F. Johnson
Framing The Integration Of Computers In Beginning Teacher Professional Development, N. F. Johnson
Faculty of Education - Papers (Archive)
Government education departments mandate that computers should be and must be used in classrooms. Many beginning teachers are unsure of how to implement these expectations. Peter Twining’s (2002) Computer Practice Framework (CPF) provides us not only with how to conceptualise computer use in education, but with the means to practically and progressively integrate computers into classrooms. Explanation is given as to how the CPF can be used as a reference point for beginning teachers to plan and use computers in their primary classroom programmes, through drawing on a personal narrative and linking it to the framework of the CPF. As …
Evaluating A Four State Workforce Education Project: Questions Of Investigative Interest And Impact, Neal Grandgenett, Elliott Ostler, Applied Information Management Institute, Jeanne L. Surface
Evaluating A Four State Workforce Education Project: Questions Of Investigative Interest And Impact, Neal Grandgenett, Elliott Ostler, Applied Information Management Institute, Jeanne L. Surface
Teacher Education Faculty Publications
How can a large scale, multi-state, collaborative workforce development project be evaluated? This article describes the evaluation process of the Midwest Center for Information Technology (MCIT). The project uses “impact threads” to connect the outcomes of the project to strategic evaluation questions. The MCIT project, involving 10 public two-year colleges located in Nebraska, Iowa, South Dakota, and North Dakota, strives to assist partner colleges in enhancing information technology training and related degree programs. The MCIT was funded as a regional center within the Advanced Technological Education (ATE) program of the National Science Foundation (NSF). This article details the evaluation plan …
Continuing Teacher Professional Development In Post-Soviet Kyrgyzstan, Rahat Joldoshalieva
Continuing Teacher Professional Development In Post-Soviet Kyrgyzstan, Rahat Joldoshalieva
Institute for Educational Development, Karachi
After the collapse of the USSR, Kyrgyzstan became an independent Central Asian state in 1991. Since its independence, there have been enormous changes in the political, social and economic life of the young state, which strives to become a democratic and aspiring market-oriented economy. Its education system has also begun experiencing changes. However, most of the reforms brought in this area continue to be short-term and ever-changing. Economic hardship does not allow the continuation of the previously state-funded teacher retraining system, which further creates deteriorating quality education in the schools. On one hand, the country continues to follow the Soviet …
Teachers' Education And Training Factors And Their Influence On Formative Assessment Processes, William Clark Reed
Teachers' Education And Training Factors And Their Influence On Formative Assessment Processes, William Clark Reed
Theses and Dissertations in Urban Services - Urban Education
This study sought to identify factors in teachers' education and training that may be associated with their capacity to use formative testing to inform instruction and, ultimately, improve their students' achievement. This research involved the identification of teachers' educational and training variables that might influence their abilities to analyze formative testing results, interpret the analyses, and modify instruction so as to improve students' achievement in third grade mathematics. The goal was to identify those factors in (1) teachers' educational histories and (2) teachers' professional development and training histories that contribute to their capacity to use formative testing results to inform …
The Professional Development Needs Of Rural High School Principals: A Seven-State Study, Pamela S. Salazar
The Professional Development Needs Of Rural High School Principals: A Seven-State Study, Pamela S. Salazar
The Rural Educator
The increased emphasis on standards-based school accountability since the passage of the No Child Left Behind Act of 2001 is focusing critical attention on the professional development of school principals and their ability to meet the challenges of improving student outcomes. While rural school districts are dealing with many of the same issues facing urban districts, there are unique challenges that rural school principals face. However, effective professional development that addresses the unique needs of rural school leaders can build essential leadership capacity that supports school success. This article discusses the results of a study on the professional development needs …
Retaining Experienced, Qualified Teachers: The Principal’S Role, Jean M. Haar
Retaining Experienced, Qualified Teachers: The Principal’S Role, Jean M. Haar
The Rural Educator
One process for retaining experienced, qualified teachers is to provide them with opportunities to grow professionally (Blasé & Blasé, 2001). The intent of this paper is to provide information about meeting the needs of experienced, qualified rural teachers, especially in the area of professional development. A story line of one rural science teacher’s journey with professional development opportunities and experiences is shared. Her principal’s role is also described. Also included is a comparison between the teacher’s experiences and research about professional development. The paper concludes with recommendations for those involved in rural schools, especially in administrative positions will be shared. …
Terms Of Inquiry, Margaret A. Macintyre Latta, Gayle Buck, Diandra Leslie-Pelecky, Lora Carpenter
Terms Of Inquiry, Margaret A. Macintyre Latta, Gayle Buck, Diandra Leslie-Pelecky, Lora Carpenter
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Teaching and learning continues to be driven by a version of professionalism that construes practice to be a form of applied science. This paper challenges that paradigm. In particular, subjecting and assimilating practical activity to a technical mode of rationality is challenged as not being the most appropriate way to approach teaching, learning, and the process that drives both of these phenomena, inquiry. Middle school science classrooms provide the contexts to explore the situated consequences of embracing the terms of inquiry. Placing inquiry at the core of the thinking and experiences of middle school science educators as a philosophical/theoretical/practical educative …
High School Language Arts Teachers' Experiences With Integrating Technology After Participating In A State-Mandated Technology Professional Development Course, Stacy Rae Byous
Middle-Secondary Education and Instructional Technology Dissertations
Georgia has invested millions of dollars for technology and teacher technology training in order to prepare students for a technological society (Brackett, Henry, & Weathersby, 1999; Hinton, 2003). While technology affects all teachers, language arts teachers are also challenged to teach multiple literacies (Leu, Kinzer, Coiro, & Cammack, 2004). This study investigated the extent that professional development programs impact the language arts teachers’ classroom practice (Bebell, Russell, & O’Dwyer, 2004; Young & Bush, 2004). This case study research explored three high school language arts teachers’ experiences with integrating technology after having participated in a state-mandated professional development course on technology. …
Tying It All Together: Implications For Classrooms, Schools, And Districts, Ryan Flessner, Kenneth Zeichner, Kalani Eggington
Tying It All Together: Implications For Classrooms, Schools, And Districts, Ryan Flessner, Kenneth Zeichner, Kalani Eggington
Scholarship and Professional Work – Education
Ryan Flessner, Kenneth Zeichner, and Kalani Eggington's contribution to "Creating Equitable Classrooms through Action Research"
Principals' Transformational Leadership Skills And Their Teachers' Job Satisfaction In Nigeria, Francis O. Ejimofor
Principals' Transformational Leadership Skills And Their Teachers' Job Satisfaction In Nigeria, Francis O. Ejimofor
ETD Archive
This study investigated the relationship between teachers' perceptions of principals' transformational leadership skills and teachers' job satisfaction. It also revealed the relationship between principals' demographic characteristics and their perceptions of their ability to be transformational in their leadership styles. Participants were 518 secondary school teachers and 48 principals from two large Local Government Areas in Southeastern Nigeria. Multiple linear regression was used to analyze data. It was found that principals' transformational leadership skills significantly impacted teachers' job satisfaction. Some demographic variables of teachers were also studied to determine their relationship with job satisfaction. The results revealed that principals who spent …
Associates Cohort 10: Diverse Educators Read, Converse, And Reflect Together, Sharon Black
Associates Cohort 10: Diverse Educators Read, Converse, And Reflect Together, Sharon Black
Brigham Young University-Public School Partnership Occasional Papers
No abstract provided.
Humanizing My Business English Class And Myself, Ana-Maria Nicolae
Humanizing My Business English Class And Myself, Ana-Maria Nicolae
MA TESOL Collection
A teacher of English for Business at a Romanian business college reflects on her experiences and beliefs about language learning and teaching before and after attending the Summer Master of Arts (SMAT) Program at the School for International Training (SIT).The project reports on some of the changes that the humanistic tenets of the SIT SMAT program brought about in her teaching and includes three examples of how these humanistic principles could be applied in an EFL business college classroom. The first example showcases her attempt to address affective factors during the first Business English class. The second example focuses on …
Primary Connections: Reforming Science Teaching In Australian Primary Schools, Mark Hackling, Shelley Peers, Vaughan Prain
Primary Connections: Reforming Science Teaching In Australian Primary Schools, Mark Hackling, Shelley Peers, Vaughan Prain
Research outputs pre 2011
Concerns about the status and quality of science teaching in Australian primary schools led the Australian Academy of Science to develop Primary Connections over 2004-8 with funding from DEST and the support of states and territories. Primary Connections is a teacher professional learning program supported with curriculum resources that aims to enhance learning outcomes in science and the literacies of science by supporting both inservice and preservice primary teachers to teach science effectively. Primary Connections is a systematic, widespread and innovative reform that complements programs within states and territories. The program is based on an innovative teaching and learning approach …
Professional Development In Reading First Ohio: Comparison Of Four Methods Of Professional Development Delivery, Catherine Rosemary, Kathleen Roskos, Russell Brown, Leann Krosnick, Lisa Lenhart, Tania Jarosewich, John Savery, James Salzman, Linda Collins
Professional Development In Reading First Ohio: Comparison Of Four Methods Of Professional Development Delivery, Catherine Rosemary, Kathleen Roskos, Russell Brown, Leann Krosnick, Lisa Lenhart, Tania Jarosewich, John Savery, James Salzman, Linda Collins
Catherine A. Rosemary
No abstract provided.
The Carrick Exchange: Not Just Another Repository, Geraldine Lefoe, Meg O'Reilly, Dominique Parrish, Sue Bennett, Michael Keppell, Cathy Gunn
The Carrick Exchange: Not Just Another Repository, Geraldine Lefoe, Meg O'Reilly, Dominique Parrish, Sue Bennett, Michael Keppell, Cathy Gunn
Dr Meg O'Reilly
In 2004, the Carrick Institute for Learning and Teaching in Higher Education was established by the Australian government to “promote and advance learning and teaching in Australian higher education.” (Carrick Institute, 2006). One aspect of the role of this institution is to establish the Carrick Exchange, “a new online service that will provide learning and teaching resources and functions to support communication and collaboration across the national and international higher education sector” (Carrick Institute, 2007a). This paper provides an overview of the purpose of the Carrick Exchange and will focus on the research contribution of ascilite, a professional association in …
Working Out What Works, Kerry-Anne Hoad, John Munro, Catherine Pearn, Nola Purdie, Louise Ellis, Ken Rowe
Working Out What Works, Kerry-Anne Hoad, John Munro, Catherine Pearn, Nola Purdie, Louise Ellis, Ken Rowe
Catherine Pearn
The WOWW professional development program provides resources and training to support teachers to develop expertise in designing and implementing literacy and numeracy intervention strategies for students with or without learning difficulties. [Title page]
Designing Professional Development In Literacy : A Framework For Effective Instruction, Catherine Rosemary, Kathleen Roskos, Leslie Landreth
Designing Professional Development In Literacy : A Framework For Effective Instruction, Catherine Rosemary, Kathleen Roskos, Leslie Landreth
Catherine A. Rosemary
This highly practical guide is grounded in the authors' experience setting up and running a successful professional development program to improve K-3 reading instruction. The book systematically describes how professional development works: how sessions are organized, what they contain, routines and procedures, and the roles of each participant. Teacher educators, literacy specialists, and coaches also get invaluable information on the nuts and bolts of accountability, management, resource allocation, and reporting to multiple audiences. Many specific illustrations and examples are included, as are sample forms and other planning materials that can be adapted to the needs of particular schools, districts, or …
Towards A Moving School, John Fleming, Elizabeth Kleinhenz
Towards A Moving School, John Fleming, Elizabeth Kleinhenz
Dr Elizabeth Kleinhenz
Explores how schools become 'moving' schools, with teachers who have high levels of professional accountability, taking personal and collective responsibility for improving students' learning and their own teaching methods.