Search results for: Program effectiveness
Page 6/17 168 items
The Culture of Family: How a Model Early Childhood Teacher Preparation Program Navigates a Limited Context
This paper examines an extraordinarily successful early childhood education teacher preparation program at an urban 2-year college struggling with retention. This Early Childhood Education Program is able to maintain a graduation rate that is over four times greater than that of the college average and has a reputation for producing high-quality early childhood educators. The faculty and students in the program explain that the key to the program's success is a “culture of family,” a strength-based approach that appreciates and builds upon the assets of the faculty and students. Furthermore, this approach fosters meaningful relationships by focusing on the whole student, and creates a strong commitment to the program.
Updated: Jun. 19, 2013
The current article presents results from a case study analyzing the process of change for early childhood educators as they engage in a semester-long professional development (PD) experience focused on developing a teacher research agenda related to mathematics instruction. During this PD experience, the participants developed a research question, collected and analyzed data, and used results to inform mathematics instruction.
Updated: Jun. 19, 2013
To Me It’s Like Having a Kid, Kind Of: Analysis of Student Reflections in a Developmental Mentoring Program
The authors explore the experiences of sixth grade students who participated in the Chapel Buddy program. This program pairs sixth graders with kindergarten students in order to ease the transition to kindergarten and middle school. The findings indicated that the students’ understanding of the mentoring role evolved and matured over the course of the year. Results also indicated that the ability to form an effective relationship with their mentees was the primary factor that influenced the value and satisfaction of the mentors’ experience.
Updated: Jun. 11, 2013
Professional Development That Works: Shifting Preschool Teachers' Beliefs and Use of Instructional Strategies to Promote Children's Peer Social Competence
The author examined the effectiveness of a professional development (PD) experience on preschool teachers' instructional strategy development. The preschool teachers were guided to design the specific contents of the PD workshops and were offered an on-site facilitation opportunity, delineating teacher-driven and job-embedded approaches, respectively. Findings suggest that teacher-driven PD workshops significantly increased teachers' perceived feasibility of implementing instructional strategies, and their actual use of those strategies was significantly influenced by job-embedded facilitations.
Updated: May. 28, 2013
Evaluating Modes of Teacher Preparation: A Comparison of Face-to-Face and Remote Observations of Graduate Interns
This study compared between two modes of teaching observations: face-to-face observations and synchronous remote observations of graduate interns in a southern university at USA. The authors evaluated the differences between the two observational modes and whether these differences affected the quality of teacher preparation. The data suggest that each mode of observation has both benefits and limitations, but neither process was overall a more effective method of evaluating the quality of teaching.
Updated: May. 08, 2013
Preparing Freshmen Teacher Candidates for Academia, Self-Regulation and Teaching: Effects of an Intervention Program
The authors examine the rationale and description of intervention workshops, Pla'ot (Hebrew acronym for Developing Academic Learning and Self-Regulation). The authors specifically examine the effects of the intervention workshops on its participants. The participants were five instructors, who taught in the workshops, and 96 freshmen teacher candidates in various majors at an Israeli college of education. The findings indicated that After participating in Pla'ot, candidates reportedly improved their (a) academic study strategies, and (b) self-regulation, particularly time management and self-efficacy.
Updated: May. 01, 2013
The authors examined the perceptions of 136 elementary school beginning teachers across a Rocky Mountain state in the US regarding the mentoring support they received during their first year teaching. Results indicate that beginning teachers who received both common planning time with a mentor and release time to observe other teachers rated the mentoring experiences they had as significantly more helpful than beginning teachers who were not provided these mentoring supports.
Updated: Apr. 24, 2013
Teachers’ Perspectives on the Effectiveness of a Locally Planned Professional Development Program for Implementing New Curriculum
This research project examined how elementary teachers in one Canadian school district were handling implementation of a new social studies curriculum over the 2009–10 school year, three to five years after they experienced a formal district-level program of professional development. The findings suggest that effective professional development needs to be based on teachers’ needs; involve active learning, collaboration and modeling; be supported by a culture of learning in schools; and considerate of teacher resistance to change.
Updated: Apr. 24, 2013
The authors examined empirical studies from 2005 to 2010 that addressed the effect of mentoring programs on new teacher retention. The authors identified 14 studies that met their criteria to be included in this literature review. The authors conclude that they propose an understanding of the complex and non-linear nature of both mentoring and teacher retention.
Updated: Apr. 23, 2013
Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention
This literature review focuses on mentoring and induction programs as a solution to what is defined as the problem of early career teacher attrition and retention. The authors found multiple differences in both induction and mentoring programs around issues such as who offers them, the length of time for which they are offered, whether they are government mandated, whether mentors receive further education for the role, how mentors and mentees are matched and so on. The authors also found that principals were seen to have a pivotal role to play in the success of early career induction programs.
Updated: Apr. 21, 2013