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Articles 1 - 20 of 20
Full-Text Articles in Education
Survey Of Teachers In Pre-Primary Education (Stepp): Lessons From The Implementation Of The Pilot Study And Field Trial Of International Survey Instruments, Syeda Kashfee Ahmed, Maurice Walker, Yoshie Kaga
Survey Of Teachers In Pre-Primary Education (Stepp): Lessons From The Implementation Of The Pilot Study And Field Trial Of International Survey Instruments, Syeda Kashfee Ahmed, Maurice Walker, Yoshie Kaga
Early Childhood Education
The present publication documents the achievements and lessons learned from the first phase of the Survey of Teachers in Pre-primary Education (STEPP) project, implemented by UNESCO from 2016 to 2019, with the participation of seven countries, namely, the Dominican Republic, Ghana, Indonesia, Namibia, the Philippines, Togo, and Viet Nam. It is the first international survey for low-and-middle-income countries designed to collect information that is known to affect the quality of pre-primary education from pre-primary teachers and centre heads. The collected information concerns training and professional development, pedagogical and professional practices, working conditions and job satisfaction, and characteristics of pre-primary personnel …
A Sociological View On Designing A Sustainable Online Community For K–12 Teachers: A Systematic Review, Dabae Lee, Jiyoon Jung, Suhkyung Shin, Anne Otternbreit-Leftwich, Krista Glazewski
A Sociological View On Designing A Sustainable Online Community For K–12 Teachers: A Systematic Review, Dabae Lee, Jiyoon Jung, Suhkyung Shin, Anne Otternbreit-Leftwich, Krista Glazewski
Faculty and Research Publications
As a way to support teachers’ professional development activities and build communities of practice for teachers, education researchers and practitioners have put considerable effort into building an online learning community for K–12 teachers to create a venue to facilitate teachers’ joint knowledge construction. However, a substantial number of such online communities have failed due to lack of participation of members. Therefore, it is critical to understand how to design a sustainable community that fulfills members’ needs and elicits active participation of members. In this literature review, we adopted a sociological framework to investigate how to create a sustainable online community. …
A Perturbed System: How Tenured Faculty Responded To The Covid-19 Shift To Remote Instruction, Rachel L. Rupnow, Nicole D. Ladue, Nicole M. James, Heather E. Bergan-Roller
A Perturbed System: How Tenured Faculty Responded To The Covid-19 Shift To Remote Instruction, Rachel L. Rupnow, Nicole D. Ladue, Nicole M. James, Heather E. Bergan-Roller
Faculty Peer-Reviewed Publications
This study investigates six university professors' reflections on the shift to remote instruction during the Spring 2020 semester in response to the COVID-19 global pandemic. The rapid shift in instructional platform presents an opportunity to learn from unresolved challenges that persisted through the semester. Here we present a qualitative study of how experienced (i.e., associate or full) chemistry professors report their teaching practices in light of the COVID-19 disruptions. We observed four major themes: personal factors, contextual factors of the structure and culture, teacher thinking, and teachers' practice. These themes revealed that the professors in this study adapted quickly using …
English Language Learning Professional Development For K-12 Teachers, Kristen M. Fober
English Language Learning Professional Development For K-12 Teachers, Kristen M. Fober
Master's Theses & Capstone Projects
In response to the growing population of English language learners (ELLs) in a school district in rural Iowa, professional development (PD) has been developed as a school improvement plan to help teachers learn how to meet the needs of this population. This plan has been developed based on a robust review of current literature on strategies to support ELL students. The school improvement plan includes a pre-survey, six 1-hour sessions of PD plans, PD resources (such as handouts and slides), and a post-survey. The intended outcome of the PD is for teachers to feel more prepared to work with ELLs …
Teacher Development Multi-Year Study Series: Timor-Leste: Interim Report 2, Elizabeth Cassity, Jennie Chainey
Teacher Development Multi-Year Study Series: Timor-Leste: Interim Report 2, Elizabeth Cassity, Jennie Chainey
Teacher education
The interim reports present the findings from the first and second years of a multi-year study on Timor-Leste's Apoiu Lideransa liuhosi Mentoria no Aprendizajen (ALMA). The study focuses on understanding the extent to which education stakeholders, including school leaders and teachers, develop teaching knowledge and change teaching practice over time. It also explores the extent to which participation in the program leads to improvements in learning outcomes for students. This study is framed within the context of Timor-Leste's introduction of a new National Basic Education Curriculum.
Improving Instructional Practice Through Peer Observation And Feedback, Brady L. Ridge, Alyson Leah Lavigne
Improving Instructional Practice Through Peer Observation And Feedback, Brady L. Ridge, Alyson Leah Lavigne
Teacher Education and Leadership Faculty Publications
The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better-informed decisions moving forward. Principals—responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers—are overworked. They have little time to provide high-quality feedback, and may lack important content-based expertise. With these considerations in mind, we explore the role of peer observation and feedback as a vehicle to move beyond high-stakes evaluation and re-center efforts on instructional improvement. Our systematic review of extant literature (n …
Improving Instructional Practice Through Peer Observation And Feedback: A Review Of The Literature, Brady L. Ridge, Alyson L. Lavigne
Improving Instructional Practice Through Peer Observation And Feedback: A Review Of The Literature, Brady L. Ridge, Alyson L. Lavigne
Teacher Education and Leadership Faculty Publications
The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better-informed decisions moving forward. Principals—responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers—are overworked. They have little time to provide high-quality feedback, and may lack important content-based expertise. With these considerations in mind, we explore the role of peer observation and feedback as a vehicle to move beyond high-stakes evaluation and re-center efforts on instructional improvement. Our systematic review of extant literature (n …
Sustainable Instructional Coaching In Secondary Education, Laura Kniffen
Sustainable Instructional Coaching In Secondary Education, Laura Kniffen
Master's Theses & Capstone Projects
With higher demands for student achievement and teacher efficacy, school districts have shifted from traditional professional development methods to instructional coaching. This literature review presents research on various models and analyzes the challenges that districts have discovered upon implementation. There are many factors that influence instructional coaches’ effectiveness, yet their flexibility and collaborative skills remain among the most important. In all models, instructional coaches must adapt to each teachers’ needs and juggle the variety of roles they are asked to fulfill. To help instructional coaches distribute their time effectively, research shows that districts must provide clear direction and support for …
The Impact Of Coaching To Support Professional Development In A Preschool Classroom, Katie Olson
The Impact Of Coaching To Support Professional Development In A Preschool Classroom, Katie Olson
Master's Theses & Capstone Projects
The purpose of this action research study was to determine the effect that the combination of coaching and professional development have on teachers’ confidence levels and number of classroom practices carried out compared with teachers who only attend professional development. The participants included six female caucasian teachers who all teach preschool in public elementary schools in southern Iowa. Data was collected through the use of a rating scale and checklist of practices that were completed by the participants prior to and following the intervention. The results of the study indicated that there was not a large enough difference in the …
Digital Development: What It Means For Teachers, Amy Lightfoot
Digital Development: What It Means For Teachers, Amy Lightfoot
Teacher India
Technology can be leveraged for teachers’ professional development. Amy Lightfoot explains how.
Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding
Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding
Department of Teaching, Learning, and Teacher Education: Posters and Presentations
With the widespread adoption and adaption of the Next Generation Science Standards (NGSS) and its implicit focus on inquiry-based instruction, reformed science teaching practices are critically important to meeting the U.S. vision of scientific literacy for all students. Thus, the role of teacher learning through both teacher preparation and professional development must be well understood and informed through empirical findings. Accordingly, the theme of this NARST conference paper set is to identify effective science teaching practices using the lens of the NGSS science and engineering practices (SEPs), science subject matter knowledge, and equitable teaching practices. We found that inquiry-based instruction …
Environmental Scan: Topical Areas To Inform A Future Review Of The Australian Professional Standards For Teachers, Kerry Elliott, Pru Mitchell, Hilary Hollingsworth, Charlotte Waters, Jenny Trevitt
Environmental Scan: Topical Areas To Inform A Future Review Of The Australian Professional Standards For Teachers, Kerry Elliott, Pru Mitchell, Hilary Hollingsworth, Charlotte Waters, Jenny Trevitt
Teaching standards and teacher evaluation
The brief was to conduct a broad sweep of literature that has surfaced since the publication of the Australian Professional Standards for Teachers in 2011, and to consider how this literature could inform any future review of the standards. This multi-pronged scan method identified eleven topics that have increasingly influenced teachers' work over the past decade. The environmental scan report provides a critical review of current educational research and policy literature for each of the 11 topics. Findings provide a description of the topic, key sources, an outline of the changing landscape as it relates to teaching, examples of how …
The Changing Profile Of Ecs Teachers, Steven Mcgee, Lucia Dettori, Ronald I. Greenberg, Andrew M. Rasmussen, Dale F. Reed, Don Yanek
The Changing Profile Of Ecs Teachers, Steven Mcgee, Lucia Dettori, Ronald I. Greenberg, Andrew M. Rasmussen, Dale F. Reed, Don Yanek
Computer Science: Faculty Publications and Other Works
This study compares the characteristics and professional development (PD) experiences between teachers who began teaching Exploring Computer Science before and after the enactment of a CS graduation requirement in the Chicago Public Schools. The post-requirement teachers were less likely to have a CS background, but their experience in the ECS PD and their level of confidence at the end of the PD were equivalent to the early adopters.
Structured Professional Development For Academic Developers: A Collaborative Approach, Fiona O'Riordan, Íde O'Sullivan, Mary Fitzpatrick, Margaret Keane, Claire Mcavinia, Angelica Risquez
Structured Professional Development For Academic Developers: A Collaborative Approach, Fiona O'Riordan, Íde O'Sullivan, Mary Fitzpatrick, Margaret Keane, Claire Mcavinia, Angelica Risquez
Articles
This paper shares the experience of a group of academic developers’ engagement in collaboratively working towards the completion of an online open-access professional development (PD) course designed to support higher education teachers to engage with a new professional development framework. Committee members of the Educational Developers in Ireland Network set out to complete the course as a demonstration of their commitment to their own PD and to experience the process with a view to becoming facilitators of the course. An auto-ethnographic approach was used to capture this experience, and findings demonstrate an inspiring alternative to PD that supports academic developers …
A Smarter Way To Make Early And Mid-Career Decisions, Franklin L. Runge, Alyson Drake, Austin Martin Williams
A Smarter Way To Make Early And Mid-Career Decisions, Franklin L. Runge, Alyson Drake, Austin Martin Williams
Library Scholarship
Libraries set themselves apart as safe spaces for people of all ages to learn, explore, and share new ideas. That being said, how comfortable are you talking to your colleagues about making a career move? Do you have reliable information to help you make decisions?
What’S In Your Gifted Education Online Teacher Professional Development? Incorporating Theory- And Practice-Based Elements Of Instructional Learning Design, Matthew J. Edinger
What’S In Your Gifted Education Online Teacher Professional Development? Incorporating Theory- And Practice-Based Elements Of Instructional Learning Design, Matthew J. Edinger
School of Professional and Continuing Studies Faculty Publications
This paper examined six theory- and practice-based elements of instructional learning design in online teacher professional development (oTPD), how these elements were implemented into Edinger’s (2017) PACKaGE model of gifted education oTPD, and how teachers evaluated each element. Elements were based on Berge’s (1995) instructor roles model theory and gifted education research. Each element was evaluated by teachers (N=184) who completed oTPD designed from the PACKaGE model. Self-report survey findings suggest that teachers considered most elements, such as asynchronous discussion board and article review assignments, to be useful to a great extent to their gifted education learning and pedagogy. However, …
Using Site Visits To Strengthen Collaboration, Victor Piercey, Rebecca Segal, Afroditi Vennie Filippas, Tao Chen, Soloman Kone, Rosalyn Hobson Hargraves, Jack Bookman, John Hearn, Debbie Pike, Kathy S. Williams
Using Site Visits To Strengthen Collaboration, Victor Piercey, Rebecca Segal, Afroditi Vennie Filippas, Tao Chen, Soloman Kone, Rosalyn Hobson Hargraves, Jack Bookman, John Hearn, Debbie Pike, Kathy S. Williams
Publications and Research
The SUMMIT-P project is a multi-institutional endeavor to leverage interdisciplinary collaboration in order to improve the teaching of undergraduate mathematics courses in the first two years of college. One goal of this work is to establish collaborative communities among the institutions involved. As part of the project, institutions visit one another on site visits that are structured according to a common protocol. The site visits have been valuable to the project. Participating institutions report the exchange of actionable ideas and feedback; members of the grant leadership team have used the site visits to direct the overall project, and evaluators have …
“The Pay Is Not Worth It But It Is Excellent Pd”: Australian Teachers’ Perspectives On Doing Large-Scale Marking, Nathanael Reinertsen
“The Pay Is Not Worth It But It Is Excellent Pd”: Australian Teachers’ Perspectives On Doing Large-Scale Marking, Nathanael Reinertsen
Research outputs 2014 to 2021
Anecdotally, teachers take up opportunities to mark large-scale assessments because they are told by colleagues that it is 'good PD'. Assertions about the value of marking are passed along with little question. However, research into the benefits of participating as a marker in large-scale marking has not been conducted in the Australian context. This paper reports the results of an online survey of Australian teachers (N=43) about their participation in large-scale marking in order to examine whether the research that has been conducted internationally is likely to be generalisable to Australia. The responses to the survey are described and then …
Culturally Collaborative Teaching: A Path Toward Black Student Learning, J. Love Benton
Culturally Collaborative Teaching: A Path Toward Black Student Learning, J. Love Benton
Antioch University Full-Text Dissertations & Theses
Inservice teachers’ influence and power are vital components for academic success among Black children. Previous research has shown that when teacher/student interactions are culturally responsive, engaging, and equitable, student learning is positively impacted (Banks, 2001; Gay, 2010; Ladson-Billings, 2011; Sleeter, 2000; Warren, 2018). However, equity gaps between Black and White k-12 students continue to exist within classroom settings (Grant & Sleeter, 2012; Ladson-Billings, 2018). Using a mixed-method approach that includes Repertory Grid Technique underpinned by Personal Construct theory to identify the teaching perceptions of inservice teachers, I gathered data that indicate how k-12 teachers understand what enables Black students to …
Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff
Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff
MERC Publications
This report presents findings from the Metropolitan Educational Research Consortium (MERC) Cultural Diversity Within Schools Survey. This survey was designed for school- based professionals (i.e., teachers, instructional staff, administrators) within the MERC region. Administered in the fall of 2018, the survey collected information about experiences of professional development related to cultural diversity, attitudes toward cultural diversity within schools, perceptions of barriers and opportunities, and perspectives on the need for professional development. Section 1 of the report discusses the context for this survey effort: increased cultural diversity in our schools, increased cultural mismatch between students and teachers, and multicultural education as …