Open Access. Powered by Scholars. Published by Universities.®
Teacher Education and Professional Development Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Publication
- Publication Type
Articles 1 - 3 of 3
Full-Text Articles in Teacher Education and Professional Development
Smooth Sailing Through Stormy Seas? High School Social Studies Teachers Navigating Their Informal Professional Learning, Emma Sowards Thacker
Smooth Sailing Through Stormy Seas? High School Social Studies Teachers Navigating Their Informal Professional Learning, Emma Sowards Thacker
Theses and Dissertations--Education Sciences
The present study used Nardi and O’Day’s (1999) information ecology theory, along with activity theory (Wertsch, 1998), social learning theory (Wenger, 1998), and situated learning theory (Lave, 2009; Lave & Wenger, 1991) to examine the informal professional learning of a high school social studies department. Existing literature is just beginning to attend to the potential of informal professional learning, so this exploratory study used a single-case study of a high school social studies department made up of 12 teachers. Data included observations of scheduled and spontaneous collaborative learning activities, department meetings, and in-service meetings; semi-structured interviews; and relevant documents to …
A Collaborative Professional Development Approach To Improving Student Outcomes, Jillian Starman, Ann Larson, Eve Proffitt, Thomas R. Guskey, Xin Ma
A Collaborative Professional Development Approach To Improving Student Outcomes, Jillian Starman, Ann Larson, Eve Proffitt, Thomas R. Guskey, Xin Ma
Educational, School, and Counseling Psychology Faculty Publications
The purpose of this article is to analyze the strategy used to develop a collaborative professional development process that focused on the implementation of the common core state standards. In addition, the author will report findings, and discuss the effectiveness of the initiative for postsecondary faculty. Faculty can verify that not every student comes to a two or four year college program prepared to succeed in credit bearing coursework. To facilitate improvement of student success, states across the country collaborated with teachers, researchers and leading experts to design and develop the common core state standards. The standards were developed to …
What You Assess May Not Be What You Get, Thomas R. Guskey
What You Assess May Not Be What You Get, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Performance-based assessments may not bring significant change in instructional practice unless teachers are provided requisite time and training.