Search results for: White C. Stephen

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Investigating Advanced Professional Learning of Early Career and Experienced Teachers through Program Portfolios
Authors: Fox Rebecca K., Muccio Leah S., White C. Stephen, Tian Jie
This study examined the effects of professional development on early career (EC) and experienced (EXP) teachers during an advanced master’s degree programme in the USA. The findings reveal that differences between EC and EXP teachers were noteworthy, indicating that these two groups responded to professional development experiences differently.
Published: 2015
Updated: May. 02, 2016
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Program Portfolios: Documenting Teachers’ Growth in Reflection-Based Inquiry
Authors: Fox Rebecca K., White C. Stephen, Kidd Julie K.
In this study, the authors examined whether critical reflections within the portfolio could provide evidence of teachers’ engagement in reflection-based inquiry as well as levels of development of reflection. 51 teachers who enrolled to in a graduate-level program in a college of education. Data consisted of five sets of required prompted reflections that were written for the program portfolio. Analysis of the reflections revealed that teachers’ incorporation of inquiry changed as they proceeded through the coursework.
Published: 2011
Updated: Apr. 02, 2012