Open Access. Powered by Scholars. Published by Universities.®
Other Educational Administration and Supervision Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Johnson & Wales University (2)
- The Alan Shawn Feinstein Graduate School (2)
- Benefits (1)
- Center for Research & Evaluation (1)
- Continuing professional development (1)
-
- Continuing professional education (1)
- Cpd (1)
- Cpe (1)
- Denise DeMagistris (1)
- Design (1)
- Development (1)
- Director (1)
- Does a Co-Learner Delivery Model in Professional Development Affect Teachers’ Self-Efficacy in Teaching Mathematics? (1)
- Education (1)
- Education Leadership Doctoral Program Center for Research & Evaluation (1)
- Educational Leadership Doctoral Program (1)
- Educator Development Programs (1)
- Expectations for Career and Social Support by Mentors and Mentees Participating in Formal Elementary and Secondary School Mentoring Programs (1)
- Industry training (1)
- John J. Ribeiro (1)
- Monique Jacob (1)
- Professional development (1)
- Proffessional (1)
- Rhode Island Department of Education (1)
- Robert K. Gable (1)
- School of Education (1)
- Skills (1)
- Work based learning (1)
- Publication
Articles 1 - 3 of 3
Full-Text Articles in Other Educational Administration and Supervision
Benefits Of Continuing Professional Development In The Visual Communications Sector In Ireland, Con Kennedy
Benefits Of Continuing Professional Development In The Visual Communications Sector In Ireland, Con Kennedy
Other resources
This research is concerned with identifying the benefits of Continuous Professional Development for the Visual Communications sector in Ireland, with the aim of establishing what benefits exist for both the employee and employer. Research is undertaken to identify CPD programmes that currently exist in other industries in Ireland for the purpose of establishing commonalities and how this may apply to the Visual Communications sector. This is achieved through a combination of literature review, desk research, surveys of employees and employers in the Visual Communications sector and a number of semi-formal interviews with representatives from various industry sectors with established CPD …
Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Teacher Education
A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive …
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Teacher Education
Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship …