Education Commons^™

Understanding Cpd Of Adults Through An Insider's Narrative, Imran Anjum Chaudary

Dr Imran Anjum

No abstract provided.

Locating Supervision—A Reflective Framework For Negotiating Tensions Within Conceptual And Procedural Foci For Teacher Development, Jennifer L. Snow-Gerono

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

This manuscript presents a theoretical construct for analyzing procedural and conceptual tensions within instructional leadership for teacher development. The dynamic, multi-dimensional framework demonstrates possibilities for locating supervision as having procedural and conceptual bases. By employing the questions identified, educators place themselves within the framework focused on specific areas and located along a procedural to conceptual continuum. Identifying tensions in practice guides educators to be more reflective when engaging in professional growth. Ultimately, teachers need to become empowered to engage in reflective supervision in order to guide professional development, teaching and learning.

The Impact Of Mentoring On Retention, Quality, Commitment Of Graduates From One School-University Partnership, Brenda Kraber

College of Education Theses and Dissertations

This study examined the impact of mentoring on retention, quality and commitment of graduates from one school-university partnership. This project explored this issue through a review of relevant literature on effective teaching, components of quality teacher preparation programs, beginning teachers, mentoring and Professional Development Schools. How to best prepare teachers for the multi-faceted, challenging job that needs to be done has been a question that has faced universities and school districts for many years. With the growing numbers of veteran teachers now ready to retire and the increasing need for more teachers, the proportion between experienced and inexperienced teachers is …

Interim Report: Pilot Project – Technology Integration In Underserved Schools Using Thinkfinity, Sandra G. Flank

Cornerstone 1 Reports : Expansion and Enhancements of the Thinkfinity Platform

This pilot project was conceived as a way to enable teachers in schools with fewer technical resources than typical public schools, or with special needs for students and teachers, to explore and utilize the resources of Thinkfinity in lessons and activities.

The project will conclude at the end of May, 2008, and a final, complete report will be submitted at that time. This interim report will describe the assumptions of the project team, how the project was carried out, and highlights of the project to date.

The project team consists of the director of the Pace University Computer Learning Center, …

A Causal-Comparative Model For The Examination Of An Online Teacher Professional Development Program For An Elementary Agricultural Literacy Curriculum, Clay L. Rasmussen

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The purpose of this study was to determine the effectiveness of a teacher professional development program as measured by the extent that participants have continued to use lessons and materials up to three years after the professional development experience. The professional development program was delivered online and structured by five key characteristics of effective professional development.

Sixty-five participants of Food, Land, and People (FLP) professional development completed an online survey answering certain demographic variables and indicating the number of lessons and activities they had used from the FLP professional development. An implementation and continued use measurement model was …

What Helps Law Professors Develop As Teachers? -- An Empirical Study, Gerald F. Hess, Sophie M. Sparrow

Law Faculty Scholarship

The overall goal of this article is to provide concrete suggestions for how law schools can improve teaching and enrich law student learning. In doing so, it reviews and analyzes the data collected from two national surveys about the kinds of faculty development activities that are most effective in improving law professors’ teaching. One survey was designed to quantify how many law teachers engaged in twenty-two types of teaching development activities over the previous five years and to assess the effectiveness of each of those activities. The other survey focused on the effectiveness of a national conference on teaching and …