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Full-Text Articles in Education
Exploring Perceptions Of Advanced Online Faculty Professional Development Needs: A Case Study, Keisha Kidan
Exploring Perceptions Of Advanced Online Faculty Professional Development Needs: A Case Study, Keisha Kidan
CUP Ed.D. Dissertations
Over the last 10 years, funding for higher education has steadily declined. Illinois public institutions had to make many adjustments, particularly because higher education funds were cut by 50% in some cases, and on-campus enrollments declined by as much as 25%. Despite these issues, institutions with online enrollments sustained steady enrollment. The goal of this qualitative, descriptive, single case study was to examine the types of training participated in by online faculty, what training they perceive they need, and to inquire if they perceive their feedback is incorporated into PD offerings. Data collection consisted of a PD observation, survey, and/or …
Cultivating A Professional Culture Of Peace And Inclusion: Conceptualizing Practical Applications Of Peace Leadership In Schools, Whitney Mcintyre Miller, Annmary S. Abdou
Cultivating A Professional Culture Of Peace And Inclusion: Conceptualizing Practical Applications Of Peace Leadership In Schools, Whitney Mcintyre Miller, Annmary S. Abdou
Education Faculty Articles and Research
Beyond the role of educating students across all academic domains, school leaders are tasked with the monumental responsibility of creating positive, engaged systems and cultures that embrace the growing cultural, economic, linguistic, and cognitive diversity in the United States landscape. With collective goals to create peaceful learning environments with capacity to serve diverse learners, many school leaders have embraced school-wide prevention and intervention efforts, such as Multi-Tiered Systems of Support (MTSS) for social-emotional and behavioral development of students. Unfortunately, due to the inherent complexities and fragmentation of such efforts, many school leaders have continued to experience significant barriers to sustainable …
Was The Professional Development I Conducted In South Africa Evident In Teachers’ Practices Many Years Later?, Darlene Demarie
Was The Professional Development I Conducted In South Africa Evident In Teachers’ Practices Many Years Later?, Darlene Demarie
Journal of Practitioner Research
I conducted professional development by working alongside the teachers I hired at a child development center in South Africa. I spent one year and 9 months there while I was a Fulbright CORE Scholar from 2007 to 2009. After 8 years with only two short visits back, the digital tools (photographs and videos) I used and reviewed with teachers at the time of the professional development also helped me to assess the impact of that professional development. I saw how it influenced the teachers' practice and noted what was similar and what had changed over the years.
Faculty Development Initiatives: A Prerequisite For Capacity Building And Enhanced Productivity In A Medical Institution, Rehana Rehman, Hassan Mehmood, Syeda Fatima, Irfanullah Baig, Zohaib Rana, Mohammad Iqbal
Faculty Development Initiatives: A Prerequisite For Capacity Building And Enhanced Productivity In A Medical Institution, Rehana Rehman, Hassan Mehmood, Syeda Fatima, Irfanullah Baig, Zohaib Rana, Mohammad Iqbal
Department of Biological & Biomedical Sciences
Objective: To determine the contribution of teaching, learning and assessment forum's initiatives on professional development of faculty and staff.
Methods: This retrospective study was conducted at the Department of Biological and Biomedical Sciences, Aga Khan University, Karachi, from July to December 2016, and comprised teaching, learning and assessment activities carried out from 2012 to 2015. The responses acquired from feedback evaluation were recorded at the end of activity on a Likert-type scale ranging from 1-5. Positive responses were presented for each variable with respective activity type across the study years. The association of the effectiveness of teaching, learning …
Developing An Internal Leadership Pipeline In Urban Districts: A Pathway To Capacity Building, Marnie G. Mckoy
Developing An Internal Leadership Pipeline In Urban Districts: A Pathway To Capacity Building, Marnie G. Mckoy
Seton Hall University Dissertations and Theses (ETDs)
The purpose of this qualitative study is to understand how an urban school district designs and implements leadership development programs for internal candidates. The challenge of continuously developing a cadre of committed and qualified leaders is not new (Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007). To maintain the high standards of instructional leadership and to continue sound practices in teaching and learning, school districts must think and move strategically to protect their investments in professional development and coaching, and to secure the future growth of its students and staff. The literature is clear and consistent on the elements of effective …
Maximizing Teacher Time: The Collaborative Leadership Role Of The Principal, William L. Sterrett, Michele A. Parker, Kris Mitzner
Maximizing Teacher Time: The Collaborative Leadership Role Of The Principal, William L. Sterrett, Michele A. Parker, Kris Mitzner
Journal of Organizational & Educational Leadership
Using data from the 2014 North Carolina Teacher Working Conditions (NCTWC) biennial survey researchers identified a sample from over 2,500 principals. The researchers surveyed 68 principals; 24 principals participated in a 19-item survey containing 5 demographic questions, 7 Likert-scale questions, and 7 open-ended questions. The descriptive analyses revealed that the principals in the study had the highest agreement with time constructs related to “reasonable class size” and “protecting teachers from duties that interfere” and lowest levels of agreement with “efforts made to minimize routine paperwork.” The qualitative analyses shared further principal perspective regarding specific strategies with the seven time constructs. …
Principal Professional Development And Principal Self-Efficacy In An Urban School District., Brian Thomas Garrett
Principal Professional Development And Principal Self-Efficacy In An Urban School District., Brian Thomas Garrett
Electronic Theses and Dissertations
Educator professional development (PD) is a heavily relied upon method for school improvement, and administrator professional development (APD) is a key element to nearly all school reform efforts. District-wide APD in large school districts can carry a heavy cost in financial and human resources. Moreover, PD is frequently too inadequately planned and/or implemented to bring about lasting positive change in educator practice, school reform, and student achievement. The purpose of this study was to determine the relationship between principal PD focused on culture/climate or instruction and principal self-efficacy in an urban school district. Through hierarchical linear multiple regression (HLMR), this …
Making Connections: Evaluation Of A Professional Development Program For Teachers Focused On Stem Integration, Judy Lambert, Carmen Cioc, Sorin Cioc, Dawn Sandt
Making Connections: Evaluation Of A Professional Development Program For Teachers Focused On Stem Integration, Judy Lambert, Carmen Cioc, Sorin Cioc, Dawn Sandt
Journal of STEM Teacher Education
This article reports on a 2-year evaluation of a STEM integration professional development (PD) program for 40 math, science, and special education teachers in Grades 5–9 from a large Midwestern public school district. The National Research Council’s framework for integrated STEM education (Honey, Pearson, & Schweingruber, 2014) was used to explain the goals, outcomes, nature and scope, and implementation of the program. Teachers were measured on their growth in STEM content knowledge, technology integration, teaching confidence, pedagogical beliefs, and impact of PD. Increases resulted in all these areas with statistically significant improvements in most of them, particularly in Year 2. …
Reinvigorating Classroom Practice Through Collaborative K-12 And Higher Education Professional Development, Sean W. Agriss, Katie O'Connor, Louann Reamer, Andrea Reid
Reinvigorating Classroom Practice Through Collaborative K-12 And Higher Education Professional Development, Sean W. Agriss, Katie O'Connor, Louann Reamer, Andrea Reid
Northwest Journal of Teacher Education
High school, community college, and university faculty attempted to address student readiness for first-year college English classes by working with each other across sectors in an ongoing, collaborative professional development project, Successful Transitions to College (STC). STC demonstrates that teachers can work across sectors to smooth transitions for students who often navigate multiple educational systems throughout their K-16 experience. This professional development work intentionally built opportunities for faculty to work collaboratively while honoring teaching expertise and shared problem solving. Interest in student transition across academic sectors has created a fresh realization for many teachers—one of the best ways to …
Contexts Of Cultural Diversity Professional Development In Schools, Hillary Parkhouse, Jesse Senechal, Julie Gorlewski, David Naff, Zoey Lu, Ashlee Lester
Contexts Of Cultural Diversity Professional Development In Schools, Hillary Parkhouse, Jesse Senechal, Julie Gorlewski, David Naff, Zoey Lu, Ashlee Lester
MERC Publications
This report is part of a larger MERC study on Professional Development for Success in Culturally Diverse Schools.The goals of the larger study are (1) to understand the landscape of diversity within the schools in the MERC region, (2) to consider the implications for school policy and professional practice, (3) to review the current models of professional development that support teachers and other school professionals in regards to issues of cultural diversity, and (4) to develop and test models of professional development that have positive impacts on teacher practice, student outcomes and overall school success. With these goals in mind, …
"Professional Learning On Steroids”: Implications For Teacher Learning Through Spatialised Practice In New Generation Learning Environments., Jennifer Charteris, Dianne Smardon
"Professional Learning On Steroids”: Implications For Teacher Learning Through Spatialised Practice In New Generation Learning Environments., Jennifer Charteris, Dianne Smardon
Australian Journal of Teacher Education
There is growing interest in innovative educational space design and the relationality of spatialised teaching practices. This paper addresses the characteristics of spatialised professional learning in newly redesigned or purpose built new generation learning environments (NGLE). The case study is situated within Aotearoa/New Zealand context, a country where there has been considerable policy focus and investment in NGLE. Data from principals who have established NGLE in their schooling settings is analysed, with consideration given to the preparation of teachers to take up spatialised practices. The study highlights key characteristics of spatialised PLD practice – fostering spatial literacy; professional cross-pollination; co-teaching …
Student Reflections On Teacher Identity Development In A Year-Long Secondary Teacher Preparation Program, Kaisa Hahl, Erin Mikulec
Student Reflections On Teacher Identity Development In A Year-Long Secondary Teacher Preparation Program, Kaisa Hahl, Erin Mikulec
Australian Journal of Teacher Education
This preliminary case study examines qualitatively the experiences of 20 participants enrolled in an international English-medium secondary teacher preparation program at a university in Finland and analyzes reflections on their teacher identity development. Multiple measures of data with triangulation were collected from course work, including reflection essays from 20 pre-service teachers and a focus group interview with four of the pre-service teachers. The data were analyzed with thematic analysis (Braun & Clarke, 2006) in order to find categories of factors that influenced the pre-service teachers’ teacher identity development. The results indicate that the support especially from mentors and positive feedback …