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Articles 1 - 19 of 19
Full-Text Articles in Education
Engaging The Community: Reflections On A Steam Institute, Dennis Doyle, Yat-Long Sam Poon
Engaging The Community: Reflections On A Steam Institute, Dennis Doyle, Yat-Long Sam Poon
The STEAM Journal
Staff at an elementary school working with artists from a non-profit arts integration professional development organization developed a highly engaging full day STEAM Institute to engage the community in experiential STEAM learning practices and to leverage the experience for systemic impact. This reflection considers the outcomes that went well beyond the original goals.
Reconciling The Divide: Common Processes In Science And Arts Education, Lori A. Fulton, Jamie Simpson-Steele
Reconciling The Divide: Common Processes In Science And Arts Education, Lori A. Fulton, Jamie Simpson-Steele
The STEAM Journal
Many see the sciences and arts as two distinct fields – one objective the other subjective; however, we see the two having more in common than different. These commonalities formed the basis for a STEAM framework, which examines the intersections of five processes: noticing, wondering, visualizing, exploring, and communicating. This framed a professional development workshop on STEAM for elementary teachers. Here we define and explore these processes through both science and art perspectives, and share examples of how each of these processes were integrated to support learning. We believe that STEAM provides a well-rounded experience, allowing learners to make connections …
Creating In A Participatory Culture: Perceptions Of Digital Tools Among Teachers, Emily Howell, Rebecca Kaminski, Sarah Hunt-Barron
Creating In A Participatory Culture: Perceptions Of Digital Tools Among Teachers, Emily Howell, Rebecca Kaminski, Sarah Hunt-Barron
Teaching/Writing: The Journal of Writing Teacher Education
The following embedded case study examines teachers’ perceptions of using digital and Web 2.0 tools for literacy instruction. These perceptions are important if teachers hope to enact a more participatory culture of creation rather than consumption called for by scholars such as the New London Group and the New Media Literacies scholars. Case study participants were teachers involved in a NWP site’s Invitational Summer Institute (ISI), with embedded cases of rural teachers in a high-poverty school district. The findings suggest teachers still face extrinsic barriers to enacting a participatory culture, and professional development is needed to help teachers effectively use …
Reimagining Instructional Practices: Exploring The Identity Work Of Teachers Of Writing, Melody Zoch, Joy Myers, Claire Lambert, Amy Vetter, Colleen Fairbanks
Reimagining Instructional Practices: Exploring The Identity Work Of Teachers Of Writing, Melody Zoch, Joy Myers, Claire Lambert, Amy Vetter, Colleen Fairbanks
Teaching/Writing: The Journal of Writing Teacher Education
This article provides a cross-case analysis of three teachers who participated in a two-week professional development (PD) on the teaching of writing that addressed their own identities as writers. This is an area that is commonly overlooked and how teachers view themselves as writers may play an important role in how they help their students to think of themselves as writers, may shape the conversations they have about writing, and may influence the kinds of writing opportunities they provide. Drawing on an identity perspective, the findings illustrate how the opportunity to construct and enact writing identities shaped how the teachers …
Introduction: Teacher Leaders - Transforming Schools From The Inside, Gil Schmerler
Introduction: Teacher Leaders - Transforming Schools From The Inside, Gil Schmerler
Occasional Paper Series
Describes the issue's purpose, which is a "modest attempt to restore the issue of teacher leadership to the prominence it deserves and requires" -- author.
Using Data-Informed Instruction To Drive Education: Keeping Catholic Education A Viable And Educationally Sound Option In Challenging Times, Kristen Niemeyer, Laura B. Casey, Robert Williamson, Cort Casey, Susan E. Elswick, Tom Black, Denise Winsor
Using Data-Informed Instruction To Drive Education: Keeping Catholic Education A Viable And Educationally Sound Option In Challenging Times, Kristen Niemeyer, Laura B. Casey, Robert Williamson, Cort Casey, Susan E. Elswick, Tom Black, Denise Winsor
Journal of Catholic Education
This study was conducted to obtain an understanding of the perceptions that Catholic schoolteachers possessed regarding data informed instructional (DII) practices, specifically curriculum based measurement (CBM). The researchers investigated changes in teacher’s perceptions from pretest to posttest to determine the impact of the 90-minute professional development on teacher’s perceptions of DII. Results showed that Catholic schoolteachers did perceive that they lacked sufficient knowledge to effectively implement curriculum-based measures prior to the training. Significant growth was noted with regard to their perceptions of their knowledge in some areas. According to the results of the paired samples t-test, a meaningful change in …
Forming Catholic School Principals As Leaders Of The New Evangelization, David D. Spesia
Forming Catholic School Principals As Leaders Of The New Evangelization, David D. Spesia
Journal of Catholic Education
Pope Francis’ call for a missionary transformation of the Church has radical implications for Catholic schools and their educational leaders. The Church expects her elementary school principals to serve not only as instructional leaders and ecclesial ministers, but also as agents of the New Evangelization. Given this focus on the New Evangelization as a fundamental conceptual framework for the mission of Catholic schools, it is essential to understand the roots and foundations of this vision as it pertains to the unique role played by Catholic school principals. This article also highlights insights from leading Catholic evangelizers and concludes with recommendations …
A Content Analysis Of Images Of Novice Teacher Induction: First-Semester Themes, Jennifer R. Curry, Angela W. Webb, Samantha J. Latham
A Content Analysis Of Images Of Novice Teacher Induction: First-Semester Themes, Jennifer R. Curry, Angela W. Webb, Samantha J. Latham
Journal of Educational Research and Practice
The powerful nature of novice teachers’ experiences in their first years of teaching has been well documented. However, the variance in novices’ initial immersion in the school environment is largely dependent on perceived personal and professional support as well as the environmental inducements that lend to novice teachers’ success in the classroom. For the purposes of this study, 72 participating novices, who were participants in an alternative certification program, drew representations of their current teaching environments. Of the 72 initial participants’ pictures, 58 were used in this content analysis. The interrater analysis involving multiple documentation of codes between and among …
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 …
Supporting Leadership Preparation In Indonesia, Kathryn Moyle
Supporting Leadership Preparation In Indonesia, Kathryn Moyle
International Developments
Kathryn Moyle reports on an evaluation of a professional learning program for aspiring school principals in Indonesia.
Constructing Online Communities Of Practice, Marvin Cohen, Babette Moeller, Michelle Cerrone
Constructing Online Communities Of Practice, Marvin Cohen, Babette Moeller, Michelle Cerrone
Occasional Paper Series
The authors document the ways in which online communities of practice enable teachers to have meaningful conversations sharing practices and discussing the nuances of teaching math.
Activating Emotional & Analytic Engagement In Blended Learning: A Multicultural Teacher Education Example, Ramona Maile Cutri, Erin Feinauer Whiting, Stefinee E. Pinnegar
Activating Emotional & Analytic Engagement In Blended Learning: A Multicultural Teacher Education Example, Ramona Maile Cutri, Erin Feinauer Whiting, Stefinee E. Pinnegar
Occasional Paper Series
The authors share their experience in designing a blended multicultural education course that they hoped would increase the likelihood that the teachers they were educating would take up socially just dispositions. They examined their own learning using a critical friend relationship with a colleague experienced in developing technological responses that honor relational aspects of teacher education within a framework of sociocultural theory.
Teaching Science Teachers In An Online Context With A Constructivist Approach, Frederick W. Freking, Jenny D. Ingber
Teaching Science Teachers In An Online Context With A Constructivist Approach, Frederick W. Freking, Jenny D. Ingber
Occasional Paper Series
The authors discuss the development of an online STEM-based teacher education program, providing a template for the inclusion of constructivist practices, such as course activities and student teaching.
The Evolving Role Of Instructional Coaches In U.S. Policy Contexts, Sarah Galey
The Evolving Role Of Instructional Coaches In U.S. Policy Contexts, Sarah Galey
The William & Mary Educational Review
In recent years, instructional coaching has emerged as an important policy lever for districts to improve instructional practice. Yet, there is little conceptual agreement in educational research on the role of instructional coaches in the current policy environment. This article attempts to address this gap in the literature by synthesizing existing policy research on instructional coaching and providing a conceptual framework for understanding the multiple roles of instructional coaches. I begin with a discussion of the policy roots of instructional coaching in U.S. contexts before turning to key themes in the current policy literature on instructional coaching. I find that …
Professional Development Of Elementary And Science Teachers In A Summer Science Camp: Changing Nature Of Science Conceptions, Ayhan Karaman
Professional Development Of Elementary And Science Teachers In A Summer Science Camp: Changing Nature Of Science Conceptions, Ayhan Karaman
Australian Journal of Teacher Education
Many countries all over the world have recently integrated nature of science (NOS) concepts into their science education standards. Providing professional support to teachers about NOS concepts is crucially important for successful implementation of the standards. For this purpose, a summer science camp was offered to elementary and science teachers. The main objective of this research study was to investigate the progress in specific NOS concepts made by the participant teachers. The responses of the teachers regarding the NOS concepts were obtained through VNOS-C questionnaire and scored using a rubric developed by McDonald (2008). The scored teacher responses were analyzed …
Professional Competence To Promote Resilience For Children Living In Poverty, Jenna M. Voss, Susan Lenihan
Professional Competence To Promote Resilience For Children Living In Poverty, Jenna M. Voss, Susan Lenihan
Journal of Early Hearing Detection and Intervention
Poverty has a tremendous impact on the educational results of all children, including those who are deaf or hard of hearing. With targeted, evidence-based interventions during the first three years of life, Early Hearing Detection and Intervention (EHDI) professionals can protect children from the numerous risk factors which impede development. While EHDI professionals often serve children and families living in poverty, it remains the case that the professional preparation programs offer limited instruction and experience in how to best serve children and families living in poverty. The purpose of this study was to explore professional preparedness to serve children who …
Advisement And Collaboration, Maureen A. Hornung, Ariel Katz, Claire Wurtzel
Advisement And Collaboration, Maureen A. Hornung, Ariel Katz, Claire Wurtzel
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes a collaboration between two Bank Street College advisees who had different strengths and levels of experience within the classroom.
Professional Development Needs Of Turkish Teachers In An Era Of National Reforms, Tuba Gokmenoglu, Christopher M. Clark, Ercan Kiraz
Professional Development Needs Of Turkish Teachers In An Era Of National Reforms, Tuba Gokmenoglu, Christopher M. Clark, Ercan Kiraz
Australian Journal of Teacher Education
An emerging consensus in the teacher education literature confirms that supporting educational reforms and improving designs for national programs can be accomplished simply by maximizing the match between teachers’ expressed needs and the content by which those professional development needs are met. This paper presents an interpretation of findings on Turkish teachers’ in-service training needs during an era of massive reform. The findings indicate that teachers do not report a strong need for any professional development program content. Analyses are based on survey data from 1,730 Turkish teachers from 352 primary schools. The results raise the discussion of whether teachers …
'Being In' And 'Feeling Seen' In Professional Development As New Teachers: The Ontological Layer(Ing) Of Professional Development Practice, Andrew M. Bills, David Giles, Bev Rogers
'Being In' And 'Feeling Seen' In Professional Development As New Teachers: The Ontological Layer(Ing) Of Professional Development Practice, Andrew M. Bills, David Giles, Bev Rogers
Australian Journal of Teacher Education
Dominant discourses on professional development for teachers internationally are increasingly geared to the priority of ensuring individual teachers are meeting prescribed standards-based performance benchmarks which we call ‘performativities’ in this paper. While this intent is invariably played out in individualised performance management meetings and ‘fly by’ professional development workshops, our research into a NZ primary school discovered a counter-movement at work rejecting imposed standards and preoccupations with instrumental performativites and replacing these with teacher co-constructed and contextualised capacity matrices immersed within an ‘open’ and ‘seeing’ professional learning culture of support. Within manifestations of a rich and enabling culture of professional …