Education Commons^™

Teachers Taking Up Explicit Instruction: The Impact Of A Professional Development And Directive Instructional Coaching Model, Lorraine Hammond, Wendy M. Moore

Australian Journal of Teacher Education

In this study we measured the impact of a professional development model that included directive coaching on the instructional practices of Western Australian primary school teachers taking up explicit instruction. We developed and validated protocols that enabled us to measure teachers’ fidelity to the salient elements of explicit instruction and interviewed participants about the impact of the coaching program on student learning, their feelings of self-efficacy and attitudes to being coached. Numerical scores to indicate teachers’ demonstration of explicit instruction lesson design and delivery components changed positively over the five observed lessons and directive coaching had a positive impact on …

The Impact Of Professional Development And Indigenous Education Officers On Australian Teachers’ Indigenous Teaching And Learning, Rhonda G. Craven, Alexander S. Yeung, Feifei Han

Australian Journal of Teacher Education

The study investigated the impact of professional development (PD) in Indigenous teaching on teachers’ psychological and behavioural aspects, and Indigenous students’ learning engagement. Adopting a multiple-indicator-multiple-indicator-cause model, frequency of PD was found to have positive paths to teachers’ self-concept in Indigenous teaching and all the teaching strategies, but had a non-significant path to students’ learning, suggesting the more frequently teachers are involved in PD in Indigenous teaching, the higher self-concept they had in teaching Indigenous children and the more frequently they adopted Indigenous teaching strategies. The availability of Aboriginal Education Officers (AEOs), however, had a significant and negative path on …

Expanding Pedagogical Horizons: A Case Study Of Teacher Professional Development, Peter Burridge, Cathryn Carpenter

Australian Journal of Teacher Education

Development of pedagogies within schools that inform adolescent learning has been an ongoing struggle within education systems. A novel approach to this issue was taken by the Non Government Organisation (NGO) 'Evolve’ based in Victoria, Australia, who worked in partnership with disadvantaged secondary schools to develop a multi-faceted curriculum. This curriculum incorporated traditional outdoor learning approaches of residential experiences and expeditionary journeys, alongside school based inquiry projects.

Data collected over three years found that the different educational settings of the program exposed teachers to a range of teaching practices. This exposure combined with the collaborative development of curriculum with Evolve …