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Articles 1 - 8 of 8
Full-Text Articles in Teacher Education and Professional Development
Literacy Across The Disciplines: A Way To Re-Engage Secondary Students, Jenelle Williams
Literacy Across The Disciplines: A Way To Re-Engage Secondary Students, Jenelle Williams
Michigan Reading Journal
In this article, the author describes the opportunities present with leveraging disciplinary literacy approaches, in terms of re-engaging teens with learning. The author also provides several cautions for literacy leaders to keep in mind.
Centering Community In Disciplinary Literacy Implementation: One District’S Story, Jenelle Williams, Stacie Angel, Jennifer Wilcox, Angela Church
Centering Community In Disciplinary Literacy Implementation: One District’S Story, Jenelle Williams, Stacie Angel, Jennifer Wilcox, Angela Church
Michigan Reading Journal
In this article, the authors describe the various ways they have centered community while implementing disciplinary literacy in their district. They outline how the work began, the role of professional learning, and the systemic approaches that are effectively moving the work forward. This story offers an alternate approach to implementation--one that honors educators' expertise, differentiates approaches, and develops collective efficacy.
School Leadership Assessment Of Teachers’ Work-Life Balance: Perceptions And Professional Learning Needs During A Global Health Pandemic, Juliann Sergi Mcbrayer, Summer Pannell, Alissa Sasser, Katherine Fallon, Katarina Evans
School Leadership Assessment Of Teachers’ Work-Life Balance: Perceptions And Professional Learning Needs During A Global Health Pandemic, Juliann Sergi Mcbrayer, Summer Pannell, Alissa Sasser, Katherine Fallon, Katarina Evans
School Leadership Review
The purpose of this study was to better understand the work-life balance of educators teaching students during the Covid-19 health pandemic. Teachers face a multitude of challenges during this unprecedented time with a rapid shift from traditional face-to-face class to online learning resulting in a cyclical phenomenon for many teachers as schools have shifted back and forth between virtual and in-person settings in response to constantly changing coronavirus messaging. The findings identified three overarching themes related to teachers’ needs including Boundaries with Time and Commitments, Mentally Processing Daily Stressors, and Healthy Lifestyle. Implications for practice denote that …
Professional Learning In Trauma Informed Positive Education: Moving School Communities From Trauma Affected To Trauma Aware, Helen Stokes, Tom Brunzell
Professional Learning In Trauma Informed Positive Education: Moving School Communities From Trauma Affected To Trauma Aware, Helen Stokes, Tom Brunzell
School Leadership Review
In order to assess and then to identify promising approaches for school leadership within rural communities, it can be helpful to reframe struggling schools as trauma-affected schools. Acknowledging the impacts of childhood trauma on students and their learning allows school leaders to undertake professional learning both with and for their schools to become trauma-aware. Embedded within a rural community located in a region contending with intergenerational disadvantage, the findings reported in this study suggest that when school leaders deliberately implemented trauma-aware practice as a whole-school approach for all staff members, there was growth in student academic outcomes. In addition to …
Contextual Factors In Early Career Teaching: A Systematic Review Of International Research On Teacher Induction And Mentoring Programs, Benjamin Kutsyuruba, Keith D. Walker, Lorraine Godden
Contextual Factors In Early Career Teaching: A Systematic Review Of International Research On Teacher Induction And Mentoring Programs, Benjamin Kutsyuruba, Keith D. Walker, Lorraine Godden
Journal of Global Education and Research
Early career teachers (ECTs) are situated in a dynamic contextual landscape that both influences their development and practice and dictates professional expectations for instruction and professional learning. This systematic review of international research literature sought to establish the understanding of teacher induction and mentoring program support of ECTs through the following research questions: 1) which nations and regions are represented in research literature that details formal or programmatic support of ECTs? 2) what international research evidence is there to describe various contextual factors that affect experiences of ECTs? and, 3) how do teacher induction and mentorship programs respond to the …
Brookings, South Dakota: Learning Lab, Doriane Paso
Brookings, South Dakota: Learning Lab, Doriane Paso
Empowering Research for Educators
The following paper explores the possibilities of education in one local setting using both an insider and outsider perspective. Education is a part of society, and as society changes, why should education not change with it?
"Professional Learning On Steroids”: Implications For Teacher Learning Through Spatialised Practice In New Generation Learning Environments., Jennifer Charteris, Dianne Smardon
"Professional Learning On Steroids”: Implications For Teacher Learning Through Spatialised Practice In New Generation Learning Environments., Jennifer Charteris, Dianne Smardon
Australian Journal of Teacher Education
There is growing interest in innovative educational space design and the relationality of spatialised teaching practices. This paper addresses the characteristics of spatialised professional learning in newly redesigned or purpose built new generation learning environments (NGLE). The case study is situated within Aotearoa/New Zealand context, a country where there has been considerable policy focus and investment in NGLE. Data from principals who have established NGLE in their schooling settings is analysed, with consideration given to the preparation of teachers to take up spatialised practices. The study highlights key characteristics of spatialised PLD practice – fostering spatial literacy; professional cross-pollination; co-teaching …
Continuous Inquiry Meets Continued Critique: The Professional Learning Community In Practice And The Resistance Of (Un)Willing Participants, Moulay Elbousty, Kirstin Bratt
Continuous Inquiry Meets Continued Critique: The Professional Learning Community In Practice And The Resistance Of (Un)Willing Participants, Moulay Elbousty, Kirstin Bratt
Academic Leadership: The Online Journal
The term Professional Learning Community is commonplace, and it holds many meanings and suggestions. For the purpose of this essay, however, we discuss a specific Professional Learning Community (PLC) that was established in a high school, fifteen months prior to the application of a survey instrument to evaluate participants’ perceptions on the initiative. The PLC that we evaluate in this article had a set of very specific goals: To create a department within a high school where collaboration would become a norm and not a rarity, and to encourage collaboration that would include designing formative and summative assessments, collecting, comparing, …