Teacher Education and Professional Development Commons^™

One-To-One Technology In Middle School Science, Jenny A. Finnegan

Projects

This paper reports on the ongoing digital implementation of one-to-one digital devices in the middle school science classroom, examining existing goals, the history and use, and offers a professional development course designed to engage teachers to improve their practices. This work examines teacher efficacy in the classroom and highlights teachers’ views on the emerging push for one-to-one student centered learning. Results suggest the importance of methodologies that increase student achievement and reduce teacher driven curriculum. The combination of teacher engagement through professional development and practice promote both teacher and students’ interest and learning goals with the use of one-to-one devices, …

Six Lesson Plan Formats, Andrew P. Johnson

Elementary and Literacy Education Department Publications

Good lessons and effective learning experiences do not magically appear. They must be planned. This chapter describes how to design and plan six different types of lessons: basic lesson plan, concept lesson plan, skills lesson plan, writing lesson plan, reading lesson plan, and discovery learning lesson plan.

Ceteal News, January/February 2017, Ceteal, Coastal Carolina University

CeTEAL Newsletter

No abstract provided.

Perspectives On Effective Teaching In Dli And Foreign Language Classrooms, Karin Dejonge-Kannan, Maria Luisa Spicer-Ecalante, Elizabeth Abell, Aaron Salgado

Languages, Philosophy, and Communication Studies Faculty Publications

No abstract provided.

Early Years Transitions: Supporting Children And Families At Risk Of Experiencing Vulnerability: Rapid Literature Review, Jacynta Krakouer, Pru Mitchell, Jenny Trevitt, Anita Kochanoff

Early Childhood Education

This rapid literature review on support for children and families at risk of experiencing vulnerability in early years transitions was commissioned by the Victorian Department of Education and Training. It sought to understand how Early Childhood Education and Care (ECEC) services, professionals and teachers could better support children at risk of vulnerability, and their families, during transitions. The transitions included are from home, out-of-home care (OOHC) and other programs/services to ECEC services and to school. In particular, this review focuses on the support needs of children who have experienced trauma, children living in out-of-home care, refugee children, and children who …

The Perceptions Of Preservice Teachers On Time Devoted To Post-Teaching Discussion Sessions Through Communities Of Practice, Sheila O'Sullivan

Undergraduate Review

There are numerous theories about human learning: behaviorism, cognitive, humanistic, and social theories (Learning Theories Site Map, 2013). One theory of learning involves a deepening process of participation in communities of practice, which involve a cluster of individuals who share a common interest of concern or passion and who learn from each other through the process of sharing experiences and information about how to improve such interest (Wenger-Trayner & Wenger-Trayner, 2015). This concept involves a discussion among group members about ways of doing and approaching things that are elaborated upon to a significant extent to facilitate learning and enhance performance …

Full Issue: Volume 1

The Touro Teacher

No abstract provided.

Growth No. 16 (2017) - Full Issue

Growth: The Journal of the Association for Christians in Student Development

The full issue of the sixteenth edition of Growth: The Journal of the Association for Christians in Student Development.

Perceptions Of Linguistically Responsive Teaching In Teacher Candidates/Novice Teachers, Madhavi Tandon, Kara Mitchell Viesca, Colin Hueston, Tamara Milbourn

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This qualitative study examined data from 36 teacher candidates and novice teachers to explore their perceptions and understandings of linguistic responsiveness. The findings illustrate the challenge of demonstrating linguistically responsive teaching practices in the early and initial stages of entering the teaching profession, and more research is necessary to understand how to support teachers.

Includes supplemental materials.

Writing With Parents In Response To Picture Book Read Alouds, Danielle L. Defauw

Reading Horizons: A Journal of Literacy and Language Arts

High-quality writing instruction needs to permeate elementary students’ in- and outside-of-school experiences. The aim of this research was to explore how teaching writing to parents may support home-school literacy connections. This qualitative case study explored parents’ experiences in interactive writing sessions. The descriptive coding and constant comparative analysis of transcribed parent writing sessions, field notes, and documents revealed three themes: (1) Writing Tips and Strategies, (2) Parent-Writers, and (3) Story Connections. The parent writing sessions facilitated parents’ understanding of how to support their elementary-age children’s writing development. Parents demonstrated a desire to support their children’s writing development, and they needed …

Forum Insight For Hr Managers, Roisin Donnelly, T. Maguire

Other resources

No abstract provided.

The National Professional Development Framework Initial Implementation Infographic, Roisin Donnelly, Theresa Maguire

Other resources

No abstract provided.

Dit Programme Re-Design Initiatives In Case Studies Of Programme Of/For/As Learning Assessment Approaches., Roisin Donnelly, Jen Harvey, K.C. O'Rourke, Claire Mcavinia, Claire M. Mcdonnell, Orla Hanratty, Frances Boylan, Pauline Rooney

Other resources

The Programme Re-Design Initiative process differs from other team based methods in that it adopts an holistic approach to programme design. Initiatives aim to develop the practice of curriculum design and development in expanded, multi-disciplinary teams. This process is based on the Oxford Brookes University CDI Model and links to the Deakin University Live the Future: Course Intensives.

Assessment And Feedback Resource Pack, Jen Harvey, Roisin Donnelly

Other resources

The purpose of this resource pack is to provide specialized and localized information on assessment and feedback in higher education for academic staff in DIT. It is designed for staff new to teaching (experienced lecturers may find it useful too) and is intended to complement the largely-generic information delivered in workshops. In relation to feedback, the aim of the pack is to position it as a practice that has a positive and sustained influence on learning, and as a fundamental part of curriculum design, not simply an episodic mechanism delivered by teachers to their students.

Leveraging Peer Learning For Integration Of International Students In The Classroom, Brian Barry, Waleed Abo-Hamad, Diana Carvalho E Ferreira, Niamh Gilmartin

Practitioner Research Projects

The international education sector in Ireland is currently worth approximately €1.58bn per annum, and it is projected to grow to €2.1bn per annum by 2020 (Department of Education and Skills, 2016). The academic challenges faced by international students are linked to language skills, academic background, and cultural aspects (Sadykova, 2014). Peer learning is mutually beneficial for provider and recipient, with benefits including higher academic achievement and greater productivity; increased communication skills and a greater sense of belonging; and the development of support systems (Colvin & Ashman, 2010). Domestic peers help international students to compensate for the lack of culture-specific knowledge …

Community-Based Learning: A Primer, Zeinab Bedri, Ruairí De Fréin, Geraldine Dowling

Practitioner Research Projects

Employers are increasingly demanding graduates with industry-ready communication, decision-making, problem-solving, leadership, emotional intelligence and social ethics skills. Community-based learning (CBL) has been identified as a pedagogical approach which has tremendous potential to produce graduates with these attributes; its prominent role in the future of Ireland's third level landscape is outlined in the Irish National Strategy for Higher Education (Hunt, 2011). However, for many early-career lecturers, distilling the insights from the teaching and learning literature, and then producing a well-designed CBL module, can be an intimidating task. What is missing is a primer which presents the core ideas of CBL in …

Internationalsation In The Classroom, Alberto Caimo, Deirdre Duffy, Patrick Mcevoy, Brian Murphy, Grainne Scanlon

Practitioner Research Projects

Multicultural societies require multicultural universities and internationalisation is a powerful influence within higher education. Conceptual understandings of internationalisation and practical activities have evolved significantly to prepare students for global workplaces, social cohesion and personal development (Higher Education Strategy Group, 2011). Internationalisation benefits the development of interculturally competent graduates who can participate in diverse, global labour markets, yet, international students require support while adjusting to new learning environments. A student-centred approach to learning is superseding traditional pedagogy in order to support the most diverse range of learning preferences that are characteristic of multicultural groups (Vita, 2001). Educators are encouraged to expand …

Embedding A Blended Learning Approach From First Year, Suzanne Doyle, Michael Moore, Lesley Murphy, Gavin Sewell

Practitioner Research Projects

As DIT strives to enhance the transition of students into third level education, a number of priority areas were identified as part of the ongoing STEER (Student Transition, Expectations, Engagement, Retention) initiative. Ultimately the onus is on DIT to enable students to become self-directed learners. Blended learning is positioned as a solution to aid in this transition. It has been described as "the combination of traditional face-to-face teaching methods with authentic online learning activities" (Davies & Fill, 2007, p. 817). However, it is not without risk to assume that first year students have a natural affinity with blended approaches, as …

Blended Learning - What Practitioners Can Learn From Moocs, Aine Whelan, Aimee Byrne, Keith Colton, Patrick Crean, Conor Mcgarrigle

Practitioner Research Projects

The rapid increase in the use of information technologies in third level education is changing the way courses are provided. Online multimedia have helped reduce the difficulties teachers face with a diversity of student profiles and a large number of students in a classroom. Massive Open Online Courses (MOOCs) present an extreme with regard to student groups in relation to size and diversity and, therefore, many techniques and methods of overcoming the difficulties that this can present have been developed. Much of these methods can apply to online courses generally and to blended teaching environments. This study identifies four key …

An Examination Of The Features Of Evidence-Based Teacher Credentialing Systems, Catherine Fallona Phd, Amy F. Johnson Phd

School Improvement

The first section provides background and context related to teacher preparation pathways, accountability and quality assurance at the state and national levels. This is followed by a brief description of the methods used for gathering evidence related to teacher credentials and quality teachers and teacher education. The remaining report sections provide an overview of the findings from the research literature and other published reports about the evidence base related to teacher and teacher preparation program quality. To aid in organization, the reviewed components are grouped into sections: teacher content knowledge, the clinical preparation of teachers, alternative teacher certification, and teacher …