Education Commons^™

“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen

Mark Hofer

Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including TPACK) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed …

“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen

Judith Harris

Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including TPACK) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed …

Building A Supportive Professional Learning Community, Jen Jackson, Andrea Nolan, Stephen Lamb

Dr Jen Jackson

Developing And Modeling 21st-Century Skills With Preservice Teachers, Jacquelyn Urbani, Shadi Roshandel, Rosemarie Michaels, Elizabeth Truesdell

Elizabeth Truesdell

Today’s youth face a rapidly changing world, requiring them to move beyond basic formulaic knowledge and skills. Current educational policy, such as the Common Core State Standards (CCSS), represents a shift away from rote learning and memorization of facts to the development of the 21st-century skills of creativity: critical thinking; communication; collaboration; and information, media, and technology skills (IMTS). Business and political leaders also recognize the necessity in addressing these core competencies for the 21st-century landscape (Ravitch, 2010). For students to be competent in a global society, K–12 teachers need to develop, model, and assess the 21st-century skills in their …

Driven By Beliefs: Understanding Challenges Physical Science Teachers Face When Integrating Engineering And Physics, Emily A. Dare, Joshua A. Ellis, Gillian H. Roehrig

Joshua A. Ellis

It is difficult to ignore the increased use of technological innovations in today’s world, which has led to various calls for the integration of engineering into K-12 science standards. The need to understand how engineering is currently being brought to science classrooms is apparent and necessary in order to address these calls for integration. This multiphase, mixed-methods study investigated the classroom practices and beliefs of high school physical science teachers following an intensive professional development on physics and engineering integration. Classroom observations showed that teachers new to incorporating engineering into their physical science classrooms often struggled to maintain focus on …

A Guide To Support Coaching And Mentoring For School Improvement, Kathryn Moyle

Professor Kathryn Moyle (consultant)

This guide emerged from policies and professional learning practices in the Northern Territory, Australia. Between 2014-2016, six experienced school principals located in remote urban and regional schools met twice a year to share plans, experiences and reflections about how they were using coaching and mentoring conversations to support teachers in their schools.

Creating Conditions For Transforming Practicing K-12 Mainstream Teachers Of English Language Learners, Susan R. Adams, Kathryn Brooks

Kathryn Brooks

Critical incident reflection journal writing provides a rich source for identifying high impact components of Project Alianza, a graduate course for mainstream secondary teachers funded by a US Department of Education Title III Professional Development grant. In this narrative pilot study featuring one strand of existing data, the co-authors, who are also co-instructors and co-researchers, begin the first rounds of analysis to identify emerging key conditions and contributing factors featured within specialized graduate courses for encouraging dispositional change and professional efficacy toward English language learners (ELLs) in practicing K-12 mainstream educators. Using Mezirow’s adult transformational learning theory (1991), Kegan’s stage …

Investing In Teachers, Adeola Capel, Hilary Hollingsworth, Elizabeth Kleinhenz, Alison Lonsdale, Yung Nietschke, Rachel Parker, Kate Reid, Jeaniene Spink, Mollie Tobin, Mary Fearnley-Sander, Jacinta Overs

Dr Kate Reid

This evaluation compares evidence from the literature with Australia’s experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher …

Investing In Teachers, Adeola Capel, Hilary Hollingsworth, Elizabeth Kleinhenz, Alison Lonsdale, Yung Nietschke, Rachel Parker, Kate Reid, Jeaniene Spink, Mollie Tobin, Mary Fearnley-Sander, Jacinta Overs

Dr Hilary Hollingsworth

This evaluation compares evidence from the literature with Australia’s experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher …

Tying It All Together: Implications For Classrooms, Schools, And Districts, Ryan Flessner, Kenneth Zeichner, Kalani Eggington

Ryan Flessner

Ryan Flessner, Kenneth Zeichner, and Kalani Eggington's contribution to "Creating Equitable Classrooms through Action Research"

Integrating Instructional Technology Into A Teacher Education Program: A Three-Tiered Approach, Elizabeth Truesdell, Rebecca Birch

Rebecca Birch

This project description examines how a teacher education program integrated new instructional technology through the creation of a Technology Facilitator position in the department. The project proceeded through a three-tiered system of learning literacy to establish a knowledge base amongst faculty members, augmenting required courses to model the use of instructional technology, and finally the transformation of the credential program where the activity of learning can only be accomplished through leveraging technology. As a professional program housed in a liberal arts institution, this project combines aspects of the essential learning outcomes of the 21st century with the professional skills required …

Creating Conditions For Transforming Practicing K-12 Mainstream Teachers Of English Language Learners, Susan R. Adams, Kathryn Brooks

Susan Adams

Critical incident reflection journal writing provides a rich source for identifying high impact components of Project Alianza, a graduate course for mainstream secondary teachers funded by a US Department of Education Title III Professional Development grant. In this narrative pilot study featuring one strand of existing data, the co-authors, who are also co-instructors and co-researchers, begin the first rounds of analysis to identify emerging key conditions and contributing factors featured within specialized graduate courses for encouraging dispositional change and professional efficacy toward English language learners (ELLs) in practicing K-12 mainstream educators. Using Mezirow’s adult transformational learning theory (1991), Kegan’s stage …

Overview Of Uls Leadership Development Program, Karen S. Calhoun

Karen S Calhoun

Describes the leadership development program for selected librarians and staff in the University Library System, University of Pittsburgh. Prepared for an informal, brief presentation for the ACRL Personnel Administrators and Staff Development Discussion Group at the 2014 ALA Midwinter meeting.

Standards-Based Professional Learning And Certification: By The Profession, For The Profession, Lawrence C. Ingvarson

Dr Lawrence Ingvarson (Consultant)

This chapter presents a model for a standards-based professional learning and certification system, a system controlled and provided by the teaching profession itself. It is a model of a highly educated profession, capable of defining research-based standards for effective teaching, promoting the development of its members toward those standards, and providing a rigorous and respected process for recognizing and certifying those who reach them. It is a model that calls for the teaching profession to be entrusted with the responsibilities of a profession; one of these is the responsibility and resources to establish its own standards-based professional learning and certification …

Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia Torquati, Victoria J. Molfese

Soo-Young Hong

The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standard. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical …

Head Start Classrooms And Children’S School Readiness Benefit From Teachers’ Qualifications And Ongoing Training, Seung-Hee Claire Son, Kyong-Ah Kwon, Hyun-Joo Jeon, Soo-Young Hong

Soo-Young Hong

Background Teacher qualifications have been emphasized as a basis of professional development to improve classroom practices for at-risk children’s school readiness. However, teacher qualifications have often not been compared to another form of professional development, in-service training. Objective The current study attempts to investigate contributions of multiple types of professional development to school readiness skills of low-income preschoolers. Specifically, we examined the significance of teachers’ education level, degree, teaching certificate, teaching experiences as well as specialized in-service training and coaching support as these teacher trainings are linked to preschoolers’ school readiness through proximal classroom practices. Method We used a multi-level …

What Happened To The National Statement For The Teaching Profession?, Lawrence C. Ingvarson

Dr Lawrence Ingvarson (Consultant)

In 2003, 15 teacher associations put together a National Statement from the Teaching Profession on Teacher Standards, Quality and Professionalism. It recommended that A nationally coordinated, rigorous and consistent system should be established to provide recognition to teachers who demonstrate advanced standards . . . The enterprise bargaining process between employers and unions will be an important mechanism for providing recognition for professional certification. All employing authorities should be encouraged to provide recognition and support for professional certification as the process comes to demonstrate its credibility and its effects on professional learning. (p. 4) The Statement was the culmination of …

Designing Professional Development For Better Pedagogy: A Higher Education Experience In Pakistan, Imran Anjum Chaudary, Shahida Imran

Dr Imran Anjum

The mission of the Designing Professional Development for Better Pedagogy is to make a contribution to the understanding of Pakistani professional development in tertiary and higher education sectors. The inspiration for this book came from a research project on teacher development conducted by us in 2009 at the Melbourne Graduate school of Education, the University of Melbourne, Australia. This ethnographic case study, conducted in 2011, not only refreshes the results of our previous research, but also moves the debate forward by analysing the problems and practices of Pakistani professional development, cataloguing the voices of tertiary/higher education teachers, introducing a new …

Teachers Reclaiming Their Voices In Student Learning And Initiating Their Own Professional Growth: Suggestions For The Obama Administration, Zeynep Isik-Ercan

Zeynep Isik-Ercan

No abstract provided.

Teachers Reclaiming Their Voices In Student Learning And Initiating Their Own Professional Growth: Suggestions For The Obama Administration, Zeynep Isik-Ercan

Zeynep Isik-Ercan

No abstract provided.

Instructional Architect Teacher Professional Development Handouts, Mimi Recker, Andrew Walker, M. Brooke Robertshaw, Linda Sellers, Heather M. Leary

Linda Sellers

Three handouts for the teacher professional development workshops on the Instructional Architect (IA). Starting spring 2009 the face-to-face workshop was changed to be three different days of learning about how to use the IA, inquiry based and problem based learning, evaluation of IA projects with a rubric, and creating IA projects.

Implementing Professional Development To Promote Literacy Practices, Carol M. Trivette

Carol M. Trivette

No abstract provided.

Participatory Adult Learning Professional Development Strategy: Evidence And Examples, Carol M. Trivette

Carol M. Trivette

No abstract provided.

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

Dr Imran Anjum

No abstract provided.

A Research Review Of Technology In Early Childhood Education: Implications For Best Practice, Deanna Laverick, Kelly Heider, Deanna Gay

Kelly Heider

The Northeast Ohio Model Schools Project: A Pathway To Scaling Up Reform In Mathematics And Science, Joanne E. Goodell, Francis S. Broadway, Linda Gojak

Francis Broadway

The Northeast Ohio Model Schools Institute (NOMSI) provided professional development for school-based leadership teams in standards-based mathematics and science teaching practices and leadership skills. Leadership teams from six local school districts were recruited to attend a two-week summer institute in August 2001, which focused on national standards, principles of effective professional development, an understanding of the conditions necessary for change. One or two faculty from the College of Arts and Sciences at each university also participated in the summer institute. Teams prepared a professional development plan for their school or district and received a mini-grant to implement their plan. Coaches—experts …