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Full-Text Articles in Education
Building Currency: Crafting New Channels For Undergraduate Communication Programs, Vickie Shamp Ellis, Kaylene Barbe, Kalyn G. Fullbright
Building Currency: Crafting New Channels For Undergraduate Communication Programs, Vickie Shamp Ellis, Kaylene Barbe, Kalyn G. Fullbright
Administrative Issues Journal
University professional development funds, generally present for faculty, and often available for graduate students through grants or stipends, are seldom available to undergraduates. In this study, we assessed Giddens and Pierson’s (1998) structuration theory in terms of how a professional development fund for undergraduates can impact the lives of students, create new structures within the culture to foster scholarship, and celebrate role models. Specifically, we used action research to trace seven steps involved in one program’s effort to establish a direct funding channel for those wanting to contribute to the lives of undergrads. We demonstrated how the new funding channel …
Rethinking Professional Development Training Through Mentoring Relationships, Tania Marie-Cecile Benoiton
Rethinking Professional Development Training Through Mentoring Relationships, Tania Marie-Cecile Benoiton
Administrative Issues Journal
This proposal looks at teacher mentorship and how it is manifested in different school environments. Grid and Group Theory provides the basis of discerning the cultural forces at play within the respective school environments. The theoretical framework will highlight the data collection process. Rather than being a secondary asset, mentorship should become a primary resource for the professional development of teachers, novice and veteran alike. Each school faces challenges that are unique to their environment which calls for the use of inhouse resources to engage the educator on multiple levels. The proposal reports preliminary findings and concludes on with a …
Training Together: State Policy And Collective Participation In Early Educator Professional Development, Anne Douglass, Alice Carter, Frank Smith, Sherri Killins
Training Together: State Policy And Collective Participation In Early Educator Professional Development, Anne Douglass, Alice Carter, Frank Smith, Sherri Killins
New England Journal of Public Policy
This study used one state’s early care and education work-force registry and professional development attendance data to examine early educator patterns of professional development participation and the extent of collective participation. The article presents the concept of collective participation in professional development, discusses its potential benefits, and highlights the utility of statewide digital tracking of early educators’ patterns of professional development for informing policy. Results show that collective participation is uncommon in early education and care but can be increased through professional development policy decisions. The article concludes with implications for research and policy.
The Use Of Twitter In The Creation Of Educational Professional Learning Opportunities, Carrie R. Ross, Robert M. Maninger, Kimberly N. Laprairie, Sam Sullivan
The Use Of Twitter In The Creation Of Educational Professional Learning Opportunities, Carrie R. Ross, Robert M. Maninger, Kimberly N. Laprairie, Sam Sullivan
Administrative Issues Journal
This study sought to examine how educators are using Twitter to increase their professional learning opportunities beyond the boundaries of traditional professional development offers, and whether educators feel a greater sense of fulfillment receiving professional development through networking and community learning than they do through traditional means of learning. A population of 160 educators—105 females and 55 males between the ages of 22 and 65—were surveyed using education related hashtags on Twitter. Thirty-two educators from the survey population elected to participate in an interview. The study discovered that educators are frequently using Twitter professionally to collaborate, network, and engage in …
School Reform In Canada And Florida: A Study Of Contrast, Catherine S. Boehme
School Reform In Canada And Florida: A Study Of Contrast, Catherine S. Boehme
New England Journal of Public Policy
Alberta and Florida have instituted school reform initiatives over the past fifteen years in an effort to improve the quality of their schools. Alberta has focused on systemic improvement by engaging the community in educational needs assessment, raising the high standards of teacher preparation, and improving effective instructional practices through professional development. Florida’s efforts have concentrated on holding students, teachers, schools, and districts accountable for high-stakes testing results by increasing the number and rigor of required assessments and increasing the negative consequences for low achievement scores. The 2012 PISA scores reveal that Alberta’s students are maintaining their high rankings relative …
Service-Learning As A Professional Development Tool, Lillian Wichinsky, Carolyn Turturro
Service-Learning As A Professional Development Tool, Lillian Wichinsky, Carolyn Turturro
Administrative Issues Journal
The authors examined students’ attitudes towards grant writing and program evaluation when service learning was integrated into the assignment. Over a two-year period, 71 graduate students participated in an online survey responding to both qualitative and quantitative items. Students overwhelmingly reported that they learned more through the servicelearning experience than they would have doing the assignment as an academic exercise. It is recommended that all disciplines seek out service-learning opportunities to promote professional development.
Federal Accommodation Policy In Practice: Implications For A Substantive Process, Lynn Hemmer, Candace Baker
Federal Accommodation Policy In Practice: Implications For A Substantive Process, Lynn Hemmer, Candace Baker
Administrative Issues Journal
The design of governmental regulations creates an assumption that policy implementation is linear in nature and is unproblematic (Dorey, 2005). As states, local education agencies (LEAs), and eventually school leaders and teachers engage in the policy implementation process, it becomes evident that this hierarchal dissemination of policy results in various interpretations and actions (Spillane, 1996, 2002). In the 1997 Individuals with Disabilities Education Act (IDEA) and the 2001 No Child Left Behind (NCLB) Act, the legislative language clearly states that students with disabilities are to participate in assessments with accommodations as described on their Individualized Education Plan (IEP). Research suggests …