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Full-Text Articles in Education
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 …
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 …