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Full-Text Articles in Teacher Education and Professional Development
Teacher Thinking And The Change Process: A Qualitative Study Of Experienced Teachers Learning And Implementing New Models Of Teaching, Susan J. Karrer
Teacher Thinking And The Change Process: A Qualitative Study Of Experienced Teachers Learning And Implementing New Models Of Teaching, Susan J. Karrer
Dissertations
The responsibility for improvement and change in schools ultimately depends on what teachers do and think. This study investigated the personal side of change by following the thinking of experienced teachers as they are learning and implementing new models of teaching. During a 4-week summer training institute, the thinking of them 36 participants was explored through daily reflective journals, interviews, and observations. Four categories of thought emerged during the analysis of the data: (1) encountering the learning environment, (2) navigating the social milieu, (3) managing the personal, and (4) anticipating the future.
Following the training institute, three teachers agreed to …
A Descriptive Case Study Of Staff Development In Two Seventh-Day Adventist Districts As They Relate To Potential Change, Michael G. England
A Descriptive Case Study Of Staff Development In Two Seventh-Day Adventist Districts As They Relate To Potential Change, Michael G. England
Dissertations
Problem. Leadership at the superintendent level is paramount in the process of change in Seventh-day Adventist schools. The superintendent/education director of state-sized districts, known as conferences, is responsible for staff development programs. How a superintendent performs his or her duties in the area of staff development is the focus of this study.
Purpose. The purpose of this study is to describe staff development programs of two Seventh-day Adventist districts who have a reputation for being "active" in promoting staff development among their teachers. I wanted to know what the superintendents of these districts were doing in this "active" mode of …