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Full-Text Articles in Education
Determining Human Development Competency Training Needs Of Fcs Extension Professionals, Alligrace Story, Alisha M. Hardman, Marina D. Denny, Geoff Denny
Determining Human Development Competency Training Needs Of Fcs Extension Professionals, Alligrace Story, Alisha M. Hardman, Marina D. Denny, Geoff Denny
Southeastern Council on Family Relations Conference
Extension agents with Family and Consumer Sciences (FCS) programmatic responsibilities come from a variety of backgrounds but are expected to implement educational programs across FCS knowledge areas. This study examined [state] University Extension personnel’s perceived importance of and perceived ability related to human development competencies. There was a significant difference between how specialists (state-level) and agents (county-level) perceived the importance of three of the five human development concepts. Most agents’ perceived their ability across the human development competencies to be average or just above average. Using the perceived importance and perceived ability data from the agents, next steps include piloting …
Making A Difference Through Quality Teaching Rounds: Evidence From A Sustained Program Of Research, Jennifer Gore
Making A Difference Through Quality Teaching Rounds: Evidence From A Sustained Program Of Research, Jennifer Gore
2009 - 2019 ACER Research Conferences
Through rigorous forms of research, including a randomised controlled trial, Quality Teaching Rounds (QTR) has been shown to make a positive difference to the quality of teaching, teacher morale and school culture. This presentation will draw on both quantitative and qualitative evidence to demonstrate the impact of QTR, outlining its effects across a range of NSW primary and secondary schools and for teachers at very different stages of their careers. The essential components of QTR will be elaborated with analysis of the underlying mechanisms that contribute to the effectiveness of this form of professional development in improving teaching practice. As …
Science Of Learning Network Of Schools: The Science Of Communities Of Practice, Andrew Jones, Frank Vetere
Science Of Learning Network Of Schools: The Science Of Communities Of Practice, Andrew Jones, Frank Vetere
2009 - 2019 ACER Research Conferences
Frameworks referencing synthesised bodies of prominent research adorn education improvement policy like curiously named pieces of Ikea furniture—peculiar in their assemblage, ostensibly contemporary, and striking in their modular convenience. Amid this, most pundits still agree that we have an education advancement issue in this country. Despite significant increases in funding from successive federal and state governments, we simply haven’t been able to shift the needle. What we can ascertain is that compliance-based improvement approaches don’t work. They are unable to influence the cognitive maps, beliefs and understandings of the educator to the extent necessary to effectively improve outcomes for students …
Developing Evaluative Thinking And Evidence-Based Practice: A Synthetic Case Study, Tim Wyatt
Developing Evaluative Thinking And Evidence-Based Practice: A Synthetic Case Study, Tim Wyatt
2009 - 2019 ACER Research Conferences
The NSW Literacy and Numeracy Action Plan, which operated from 2012 to 2016, provided $261 millon to improve literacy and numeracy learning in 448 the most disadvantaged and lowest performing schools across the three education sectors in NSW. A key objective of the Action Plan was to enhance teacher and school leader capacity, including the ability to apply evidence-based practices and evaluative thinking to planning and programming for teaching and learning at a classroom level, and to planning and decision-making at a whole-school level. The concept and terminology of ‘evidence-based practice’ is in common parlance in Australian schools; however, in …
Pre-Service And In-Service Teacher Education: A Leadership Model For Collaborative Learning, Jo-Anne Reid
Pre-Service And In-Service Teacher Education: A Leadership Model For Collaborative Learning, Jo-Anne Reid
2009 - 2019 ACER Research Conferences
Innovative collaboration between schools and university can enhance teacher education. This model was developed as part of a partnership between a school principal leading a cluster of diverse primary schools, and a local university school of teacher education. The partnership established a memorandum of understanding to support targeted and standards-based professional learning for teachers and new leaders across the schools in the cluster. Novice pre-service teachers were also assigned to these schools for an extended weekly professional placement. This session outlines the model as it was designed: to respond to the strategic demands of particular school communities, as well as …
Nourishing Teachers’ Leadership For Learning: Insights From Practitioner Research, Simon Clarke
Nourishing Teachers’ Leadership For Learning: Insights From Practitioner Research, Simon Clarke
2009 - 2019 ACER Research Conferences
This session contends that leadership and learning are mutually supporting and reinforcing. It is only recently that attempts have been made to describe in practice the complex connections existing between the two activities by drawing on empirical evidence. To this end, this session will depict ways in which leadership and learning are indispensable to each other in day-to-day teachers’ work, and the implications this symbiosis has for practice. Firstly, the session will consider the key foundations and principles of leadership for learning, especially as they relate to the Carpe Vitam international leadership for learning research project. Secondly, we will discuss …
Teachers Exploring Mobile Device Integration: A Case Study Of Secondary Teachers’ Responses To Ipads In The Classroom, Joshua Myers, Steven Lesky
Teachers Exploring Mobile Device Integration: A Case Study Of Secondary Teachers’ Responses To Ipads In The Classroom, Joshua Myers, Steven Lesky
Seaver College Research And Scholarly Achievement Symposium
This qualitative study seeks to understand and resolve the difficulties that teachers encounter when integrating mobile devices in classrooms. To address the issue of teacher receptiveness, three undergraduate researchers collaborated with an education professor in spring 2012 to complete a qualitative study with a two-fold purpose: 1) to investigate how two secondary teachers in an independent school responded when adopting a class set of iPads throughout one school cycle (six school days); and 2) to elucidate what a school could do better to support teachers who are piloting mobile device integration. Although previous studies have commonly focused on the impact …
Paper 1: Engaging In Lesson Study At Georgia College, Angel R. Abney, Brandon Samples, Doris Santarone
Paper 1: Engaging In Lesson Study At Georgia College, Angel R. Abney, Brandon Samples, Doris Santarone
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
A lesson study cycle is a professional development process that integrates research and reflection through collaboration. The cycle allows a group to refine a lesson based on these collaboration efforts such as interaction with students and the post-lesson discussion. Secondary pre-service teachers in a mathematics methods course engaged in a lesson study cycle through collaboration between in-service teachers, Georgia College professors, and students in a local high school classroom. We systematically investigated this process to determine that through preparing, enacting and reflecting on their practice, Pre-service Teachers (PST) developed insight, reasoning, and understanding of the mathematics that they taught.
Paper 2: Collaborating To Meet The Standards: Implications For Professional Development, Erik D. Jacobson, Laura M. Singletary
Paper 2: Collaborating To Meet The Standards: Implications For Professional Development, Erik D. Jacobson, Laura M. Singletary
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Researchers from the University of Georgia interviewed 27 Mathematics 1 teachers about their experiences during the first year of the high school implementation of the Georgia Performance Standards (GPS). We report our findings about teachers’ experiences with Mathematics 1 professional development and describe features of professional development that teachers identified as most beneficial. Some teachers offered suggestions for professional development that differed from the professional development they had experienced. In addition, we found that many teachers used collaborative strategies to meet the demands of the new curriculum and the perceived inadequacies of resources and training. We discuss the various models …
Paper 2: Content Knowledge And Pedagogical Content Knowledge Of Algebra Teachers And Changes In Both Types Of Knowledge As A Result Of Professional Development, Joy W. Black
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
In seeking to improve the mathematics education of all students, it is important to understand the connection between the content knowledge and pedagogical content knowledge of mathematics and how professionals can influence growth in both of these types of knowledge. We do not have an answer about the interplay of content knowledge and pedagogical content knowledge in successful instructional practices in the mathematics classroom. This study involves assessing the content knowledge and pedagogical content knowledge of secondary teachers of Algebra I. In addition, how are these types of knowledge expressed in instructional practices? Last, how do content knowledge, pedagogical content …