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2006

Professional development

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Full-Text Articles in Education

Accountability By Design In Literacy Professional Development, Catherine Rosemary, Patricia Grogan, Kathryn Kinnucan-Welsch Sep 2015

Accountability By Design In Literacy Professional Development, Catherine Rosemary, Patricia Grogan, Kathryn Kinnucan-Welsch

Kathryn A. Kinnucan-Welsch

This article identifies the principles of high-quality professional development based on research and explores how the principles were used to examine the Literacy Specialist Project (LSP) in Ohio. It discusses how each principle was related to literacy professional development using examples from the LSP, reports data from the project about teacher and student learning, and presents implications and additional questions related to accountability systems for professional development.


Effective Use Of The Internet: Keeping Professionals Working In Rural Australia, A. Herrington, J. Herrington Dec 2006

Effective Use Of The Internet: Keeping Professionals Working In Rural Australia, A. Herrington, J. Herrington

Faculty of Education - Papers (Archive)

Disparities between rural and metropolitan areas in the provision of essential services to Australian citizens, in health, education, employment and technology, have the potential to undermine national cohesion. Professionals working in rural and remote areas of Australia often feel isolated and unsupported, and little research attention has been given to determining effective ways to retain their professional services in rural Australia. The innovative use of information and communication technologies (ICTs) to deliver online support, professional development and resources could help to remove a sense of professional isolation, and have a positive effect on professionals’ morale, reduce attrition, and decrease government …


Integration Of Instructional Technology By University Lecturers In Secondary School Teacher Education Programs In Zimbabwe: An Exploratory Study, Rodwell Chitiyo Sep 2006

Integration Of Instructional Technology By University Lecturers In Secondary School Teacher Education Programs In Zimbabwe: An Exploratory Study, Rodwell Chitiyo

Middle-Secondary Education and Instructional Technology Dissertations

In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this descriptive study explores the state of instructional technology (IT) integration by university lecturers in pre-service secondary school teacher education programs in Zimbabwe. Specifically, the study examines how the lecturers conceptualize IT integration, how they integrate IT into their instruction, the support given by their institutions, and the constraints they face. The qualitative methodology used is basic or generic in nature (Merriam, 1998). Twenty-one lecturers in the colleges of education at 3 universities participated. The 3 data collection methods used are questionnaires, …


Novice Physician-Scientists’ Learning In Communities Of Practice, Min-Fen Wang, Lori L. Bakken Sep 2006

Novice Physician-Scientists’ Learning In Communities Of Practice, Min-Fen Wang, Lori L. Bakken

Adult Education Research Conference

This study drew from sociocultural theory to understand novice physician-scientists’ (PSs) clinical research learning experience in the workplaces. The findings suggest that there are various forms of research participation marginalized in the PS-communities. The structural dimension of workplace learning context, such as gender, culture, power, and access needs more attention.


Leadership And Learning With Ict : Voices From The Profession, Kathryn Moyle Jul 2006

Leadership And Learning With Ict : Voices From The Profession, Kathryn Moyle

Professor Kathryn Moyle (consultant)

Leadership matters’ and ‘start with the pedagogies, not the technologies’, say Australian educators. Voices from the profession provides an overview of what a cross-section of over 400 of Australia’s educational leaders saw in 2005 as factors that contribute to how leadership supports learning with information and communication technologies (ICT) in Australian schools. It presents some of the issues raised and solutions proposed by the educational leaders who participated in this research. This paper draws on the words of the participants throughout, to illustrate findings and to give the report authenticity. This research shows that integrating ICT into teaching and learning …


The Nature And Frequency Of Mathematical Discussion During Lesson Study That Implemented The Cmi Framework, Andrew Ray Glaze Jul 2006

The Nature And Frequency Of Mathematical Discussion During Lesson Study That Implemented The Cmi Framework, Andrew Ray Glaze

Theses and Dissertations

During a year-long professional development, the faculty members at an elementary school received instruction on mathematics and how to use the Comprehensive Mathematics Instruction framework. The instruction and the framework were consistent with the standards suggested by the National Council of Teacher of Mathematics (2000). This thesis analyzes the mathematical language used by three fifth-grade teachers who participated in lesson study to create a research lesson based upon the Comprehensive Mathematics Instruction framework.


“Singing To The Choir:” The Struggle For Systemic Organizational Change In Community College Teaching, John M. Dirkx, Frank Conner Jul 2006

“Singing To The Choir:” The Struggle For Systemic Organizational Change In Community College Teaching, John M. Dirkx, Frank Conner

Adult Education Research Conference

This study reports the results of a case study of a systemic change process in a community college aimed at fostering improvement of teaching practices. The results suggest that systemic change is limited by an organizational culture that is multiplistic and fragmentary.


Learning About Teaching : Using Video, Hilary Hollingsworth Apr 2006

Learning About Teaching : Using Video, Hilary Hollingsworth

Dr Hilary Hollingsworth

This article describes some Australian research and professional development projects that use classroom video data, and explains some of the positive outcomes, as well as some of the challenges, of these projects. A variety of methodologies have been used to collect, store, retrieve, code, navigate and analyse classroom video data. These include CD-Rom, DVD and web streaming to dedicated software platforms. Video is used to preserve classroom activity so that it can be 'slowed down' to enable detailed examinations of teaching and learning from multiple perspectives, reveal alternatives through comparative analysis, and stimulate discussions about choices related to teaching learning. …


A Technology Supported Induction Network For Rural Student Teachers, Sara Winstead Fry Mar 2006

A Technology Supported Induction Network For Rural Student Teachers, Sara Winstead Fry

The Rural Educator

Student teaching is a challenging period for preservice teachers as they make the transition from preparation to practice. Support from mentor teachers and university personnel can make this time easier, helping preservice teachers successfully integrate educational theory into their practice. Because of logistical, financial, and personnel limitations, many student teachers with rural placements receive inadequate support. The Technology Supported Induction Network (TSIN) was developed to address these issues by providing support and ongoing professional learning opportunities for preservice teachers through distance technology. A qualitative case study was used to investigate the TSIN’s impact on elementary level student teachers. Results indicate …


Accountability By Design In Literacy Professional Development, Catherine Rosemary, Patricia Grogan, Kathryn Kinnucan-Welsch Jan 2006

Accountability By Design In Literacy Professional Development, Catherine Rosemary, Patricia Grogan, Kathryn Kinnucan-Welsch

Catherine A. Rosemary

This article identifies the principles of high-quality professional development based on research and explores how the principles were used to examine the Literacy Specialist Project (LSP) in Ohio. It discusses how each principle was related to literacy professional development using examples from the LSP, reports data from the project about teacher and student learning, and presents implications and additional questions related to accountability systems for professional development.


The Emotional Dimensions Of Urban Teacher Change, Nate Mccaughtry, Jeffrey J. Martin, Pamela Hodges Kulinna, Donetta Cothran Jan 2006

The Emotional Dimensions Of Urban Teacher Change, Nate Mccaughtry, Jeffrey J. Martin, Pamela Hodges Kulinna, Donetta Cothran

Kinesiology, Health and Sport Studies

This study used an emotional geographies theoretical framework to analyze the emotional dimensions of urban teacher change. Fifteen urban physical education teachers involved in a comprehensive curriculum reform project were interviewed and observed multiple times across one school year. Data were analyzed using inductive analysis, and trustworthiness measures included triangulation, peer debriefing, researcher journals, and member checks. Teachers reported that emotional dimensions related to their urban students, colleagues, and status heavily influenced their engagement in the project. The discussion section maps the emotional dimensions of these teachers' change experiences onto an emotional geographies framework that situates their experiences in change …


Charting A New Course: Professional Development Strategies For Improving Literacy Education Across The Curriculum, Vikki K. Collins, Dawn Upshaw, H. Marguerite Yates Jan 2006

Charting A New Course: Professional Development Strategies For Improving Literacy Education Across The Curriculum, Vikki K. Collins, Dawn Upshaw, H. Marguerite Yates

Perspectives In Learning

This paper reviews the effects of a program of professional development for literacy teachers in an urban, southeastern elementary school. During academic year 2002-2003, only 67% of fourth grade students met or exceeded state standards for achievement in reading as measured by the Criterion Referenced Competency Test (CRCT), and only 77% of fourth grade students met or exceeded state standards for achievement in English/language arts as measured by the CRCT (Georgia Department of Education, 2005).


Developing Professional Development Teacher, Fauzia Shamim, Anjum Halai Jan 2006

Developing Professional Development Teacher, Fauzia Shamim, Anjum Halai

Book Chapters / Conference Papers

No abstract provided.


Under Pressure: Controlling Factors Faced By Classroom Literacy Teachers As They Work Through A Professional Development Program, Faith H. Wallace Jan 2006

Under Pressure: Controlling Factors Faced By Classroom Literacy Teachers As They Work Through A Professional Development Program, Faith H. Wallace

Faculty and Research Publications

This critical constructivist inquiry was designed to understand controlling factors faced by classroom literacy teachers involved in a professional development program. Two guiding questions framed this critical inquiry: (1) how can I describe controlling factors faced by teachers in their respective school cultures and (2) what is the resultant impact of these controlling factors on the teachers' classroom instruction. Findings indicated that participants felt pressure to conform to a particular school philosophy, but empowered themselves by solidifying their own philosophies of instruction.


Faculty Development In Member Institutions Of The Florida Faculty Development Consortium: Strategic Plans, Evaluation Models, Organization, And Funding, Laura Ross Jan 2006

Faculty Development In Member Institutions Of The Florida Faculty Development Consortium: Strategic Plans, Evaluation Models, Organization, And Funding, Laura Ross

Electronic Theses and Dissertations

The purpose of this study was to examine strategic plans and evaluation models in light of organizational structures and funding to determine if member institutions in the Florida Faculty Development Consortium were investing in faculty development based on strategic and measurable criteria. Data were gathered through a mixed method survey mailed electronically to the individuals responsible for faculty development at 31 member institutions of the Florida Faculty Development Consortium. Even though the Consortium was comprised of public and private four-year institutions and public two-year institutions, faculty development programs in these institutions had similarities. Most programs had strategic plans, centralized faculty …


An Investigation Of Principals' Attitudes Toward The Knowledge And Use Of Learning Styles In Therapeutic Settings, Renee Pancoast Jan 2006

An Investigation Of Principals' Attitudes Toward The Knowledge And Use Of Learning Styles In Therapeutic Settings, Renee Pancoast

Electronic Theses and Dissertations

In March, 2006 the Principal's Attitudes Toward the Knowledge, Value, and Application of Learning Styles with Students in Therapeutic Settings survey developed by the author was distributed to 120 principals belonging to the National Association of Therapeutic Schools and Programs. Two mailings yielded a return of 68 (56.6%) usable survey instruments from which principals' self-reporting on knowledge, value and application of learning styles was examined. Focus for this study was provided through three research questions: (a) to determine to what extent principals in therapeutic settings self-reported general knowledge of learning style applications, (b) to determine to what extent principals exhibit …


Professional Development And School Improvement In Central Asia, Gulgunchamo Naimova Jan 2006

Professional Development And School Improvement In Central Asia, Gulgunchamo Naimova

Book Chapters / Conference Papers

No abstract provided.


Structured Faculty Mentoring In Higher Education: A Descriptive Analysis Of The Perceptions Of Junior And Senior Faculty, Jennifer J. Smith-Slabaugh Jan 2006

Structured Faculty Mentoring In Higher Education: A Descriptive Analysis Of The Perceptions Of Junior And Senior Faculty, Jennifer J. Smith-Slabaugh

Theses and Dissertations

Studies have shown that mentoring is a viable form of professional development.Faced with large numbers of retirements and a projected increase in student enrollment, the issues of recruitment, retention and revitalization of current faculty are at the core of this study. There is little empirical research on the phenomenon of structured or formal mentoring in higher education from the perspective of both the mentee and the mentor.The purpose of this study was to identify, describe, and analyze the perceived benefits that both senior or more experienced faculty mentors and junior or new-to-the institution faculty mentees at a large urban research …


A Case Study Of The Writing Consultant As A Professional Development Model For Elementary School Teachers, Shirley E. Martin Jan 2006

A Case Study Of The Writing Consultant As A Professional Development Model For Elementary School Teachers, Shirley E. Martin

Seton Hall University Dissertations and Theses (ETDs)

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Professional Development Of Efl Teachers In Mexico: Examining Cross-Cultural And Global Linkages, Influences, And Outcomes, Robert A. Devillar, Binbin Jiang Jan 2006

Professional Development Of Efl Teachers In Mexico: Examining Cross-Cultural And Global Linkages, Influences, And Outcomes, Robert A. Devillar, Binbin Jiang

Faculty and Research Publications

During the past twenty years, the paradigm of professional development in U.S. education has shifted from an analyitco-incremental model to an integrative-systematic model. The integrative-systematic model focuses on the whole-scale improvement of general student performance through the articulation, implementation, and assessment of standards that apply to teachers and teacher preparation institutions as well as to students. This article addresses the basis for this paradigm shift in the U.S. and the global expansion of the professional development mandate. The authors describe the first phase of a three-year, cross-cultural professional development program involving English-as-a-Foreign Language (EFL) teachers at a private school in …


Using Student Generated Qualitative Ecological Models, J. Scott Blackwood, Marion Dresner, Hang-Kwang Luh Jan 2006

Using Student Generated Qualitative Ecological Models, J. Scott Blackwood, Marion Dresner, Hang-Kwang Luh

Environmental Science and Management Faculty Publications and Presentations

In this activity, students construct qualitative models of an ecosystem and use the models to gain a better understanding of direct and indirect ecological interactions. Qualitative modeling is described for use in two procedures, each with different educational goals and student backgrounds in mind. Part 1 is designed with the non-major or beginning ecology student in mind, and is intended both to improve student understanding of the ecosystem of interest and to provide a framework for the instructor to assess student learning. Part 2 is designed for more advanced students of ecology and involves the use of modeling software (POWERPLAY) …


Teacher Education And School Improvement: A Case Study From Pakistan, Anil Khamis, Shahida Jawed Jan 2006

Teacher Education And School Improvement: A Case Study From Pakistan, Anil Khamis, Shahida Jawed

Book Chapters / Conference Papers

No abstract provided.


How Principal Participation In An Online Community Of Practice Impacts The Professional Development Experience Of Middle School Teachers, Cynthia Beatty Vavasseur Jan 2006

How Principal Participation In An Online Community Of Practice Impacts The Professional Development Experience Of Middle School Teachers, Cynthia Beatty Vavasseur

LSU Doctoral Dissertations

This study provided insights about incorporating an online community of practice into a professional development program designed to facilitate the instructional implementation of technology. Two middle schools in a southern state served as a comparative case study where this model of professional development was implemented. The primary goal of this research was to gain understanding of how principals interact with teachers and the roles principals assume during these interactions. A second goal was to determine how teachers perceived principal participation and how their levels of competence and efficacy were influenced by this experience. During four weeks of implementation principals participated …


A Day In The Parc: An Interactive Qualitative Analysis Of School Climate And Teacher Effectiveness Through Professional Action Research Collaboratives, Shannon Lasserre-Cortez Jan 2006

A Day In The Parc: An Interactive Qualitative Analysis Of School Climate And Teacher Effectiveness Through Professional Action Research Collaboratives, Shannon Lasserre-Cortez

LSU Doctoral Dissertations

This study examines the effects Professional Action Research Collaboratives (PARCs) have on several variables including teacher effectiveness, school effectiveness, and school climate. Mixed methods including Interactive Qualitative Analysis and non-parametric Mann Whitney U statistics were used to explore these effects. PARC participation was found to have no significant effect on school climate or teacher effectiveness; however, PARC Schools demonstrated higher school effectiveness scores than Comparison Schools. This project also generated a systems relationship diagram of school climate in PARC schools using Interactive Qualitative Analysis, and this paper offers a criticism of this fledgling method of data collection and analysis. There …


Teachers’ Roles And Professional Learning In Communities Of Practice Supported By Technology In Schools, Elizabeth Hartnell-Young Dec 2005

Teachers’ Roles And Professional Learning In Communities Of Practice Supported By Technology In Schools, Elizabeth Hartnell-Young

Dr Elizabeth Hartnell-Young

This article explores four roles of teachers in classrooms using computers, from the perspective of communities of practice (Wenger, 1998). It reports on an indepth study undertaken in 12 schools, and shows that teachers appropriated technology in a range of ways to help them create classroom communities that build knowledge. Some also acted as brokers to cross classroom and school boundaries, engaging in professional learning through curriculum projects with other teachers and their students as new communities of practice formed. However, while such projects were initiated and driven by individuals and groups of teachers, their success required support through school …