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Articles 1 - 6 of 6
Full-Text Articles in Education
Elucidation Of Effective Professional Development Experiences: Addressing Inclusion For Students With Autism, Jennifer Lee Suppo
Elucidation Of Effective Professional Development Experiences: Addressing Inclusion For Students With Autism, Jennifer Lee Suppo
Journal of Research Initiatives
Open interviews were conducted with a special education teacher and a general education teacher. The overall guiding question was to provide elucidation of what is needed in a professional development program to meet the needs of both the general and special education teachers who teach children with a diagnosis of autism in an inclusive setting. Overall, the themes of diversity, knowledge and collaboration emerged as important variables for professional development experiences. Furthermore, in-depth knowledge and flexibility arose as important qualities of the facilitator of a professional development experience. Implications are a set forth for the expansion of the study and …
Professional Development As A Process Of Cultural Brokering: Positioning Coaches As Cultural Brokers, Tasha R. Wyatt, E. Brook Chapman De Sousa, Sarah C. Mendenhall
Professional Development As A Process Of Cultural Brokering: Positioning Coaches As Cultural Brokers, Tasha R. Wyatt, E. Brook Chapman De Sousa, Sarah C. Mendenhall
Journal of Educational Research and Practice
Teachers who serve diverse students must navigate two “worlds.” One world is that of standardized curricula and pedagogy and the other is culturally relevant education. To effectively navigate these worlds, teachers need assistance from “cultural brokers” who can help make sense of the tension that emerges when these two educational worlds interact. This study analyzes the work of two Center for Research on Education, Diversity, and Excellence coaches who worked as cultural brokers to help teachers integrate multiple pedagogical models. The results indicate the coaches shifted their strategies depending on teacher preferences, and helped teachers overcome constraints within their classrooms …
Teaching Principals To Be Action Researchers: The Indiana Principal Leadership Institute Coaching Model, Nancy Fichtman Dana, Linda Marrs-Morford, Shelley Roberts, Kelly Laffoon
Teaching Principals To Be Action Researchers: The Indiana Principal Leadership Institute Coaching Model, Nancy Fichtman Dana, Linda Marrs-Morford, Shelley Roberts, Kelly Laffoon
Journal of Practitioner Research
This article chronicles a year-long model of engagement in action research for administrators as it unfolds within a professional development program for practicing principals. Part one of the article, authored by the program developers, describes five components of the inquiry coaching model: (1) introducing the action research process, (2) developing a wondering/research question, (3) developing a plan for research, (4) analyzing data, and (5) sharing work with others. Part two of the article, authored by a principal, provides an example of action research produced by a participant in program.
Professional Development: Double Demon Scholarship Offers Alumni New Opportunities
Professional Development: Double Demon Scholarship Offers Alumni New Opportunities
Business Exchange
DePaul offers scholarships to alumni who return for graduate study at their alma mater. Jeanette Gerger, who graduated with a business degree in 2009, returned for her MBA to learn how to run a business.
Partnering For Professional Development, Jennifer Davis-Duerr
Partnering For Professional Development, Jennifer Davis-Duerr
The Language and Literacy Spectrum
Literacy specialists are often overlooked when determining the professional development needs within a school, and yet they are arguably the school’s best resource to empower teachers with professional growth to meet state mandates. How can literacy specialists be supported to increase their knowledge and skills so that all educators’ and students’ needs can be met? This article explains how small-scale school-university partnerships that connect literacy specialists and literacy teacher educators are an innovative way to provide high quality professional development that empowers literacy specialists and classroom teachers.
Measuring Our Impact: What Did Our Attendees Think Of Our Conference?, Louisa Kramer-Vida, Karen Meier
Measuring Our Impact: What Did Our Attendees Think Of Our Conference?, Louisa Kramer-Vida, Karen Meier
The Language and Literacy Spectrum
Peers evaluated conference presentations at an annual conference that is sponsored by two professional organizations of literacy educators in one geographic location in New York State. Conference sessions dealt with innovations and programs in schools that encouraged literacy learning. Comments from conference attendees indicated that the presenters seemed to be empowered by the ideas and strategies they were disseminating and the conference attendees themselves were inspired to try innovative uses of new technologies and other means of supporting language and literacy development in their own classrooms. All presentations were congruent with the then current New York State Common Core Learning …