Search results for: Program effectiveness
Page 10/17 168 items
This article presents findings from a questionnaire which was developed to explore students’ perceptions of career guidance by teachers during career conversations. Data were collected from 579 students from vocational schools in the Netherlands. Four different guidance profiles of teachers were identified. It was also found that during career conversations, teachers and students hardly talk about career subjects and mostly about school subjects.
Updated: Dec. 19, 2011
Taiwanese Technical Education Teachers’ Professional Development: An Examination of Some Critical Factors
The goal of the current study was to probe into the influences of task autonomy, organizational learning, and group cohesiveness on innovation of professional development by technical education teachers, and their relationships. The authors conducted a questionnaire survey on full-time teachers of 14 Taiwanese technical educational junior colleges.
Updated: Nov. 21, 2011
This study examined the relationship between preparation characteristics and pre-service teachers’ multicultural awareness, knowledge, and skills.Specifically, the study answered two research questions: 1) How do the initial level and change in pre-service teachers' beliefs about diversity in personal and professional contexts differ by their background characteristics? and 2) What characteristics of teacher preparation for diversity reported by pre-service teachers are associated with positive changes in their beliefs about diversity in personal and professional contexts, controlling for their background characteristics?
Updated: Oct. 24, 2011
This article describes a review of publications in Teaching and Teacher Education over ten years (2000–2010) on teacher professional development. The article concludes that what underlies the thematic emphasis of the studies reviewed is a recognition that teacher learning and development is a complex process. This process brings together a host of different elements and is marked by an equally important set of factors. But also, that at the center of the process, teachers continue to be both the subjects and objects of learning and development.
Updated: Sep. 27, 2011
The purpose of the two studies reported in this article was to measure the effects of a computerized professional development program for a concept teaching routine. For each study, teachers were randomly assigned to either a virtual workshop group that used a multimedia software program for PD or an actual workshop group that participated in a live PD session. These two studies demonstrate that computerized professional development programs can be designed in ways that teachers gain a great deal of knowledge about an instructional practice and express high levels of satisfaction with what they have learned and how they have learned it.
Updated: Sep. 19, 2011
Technology Supported Cognitive Apprenticeship Transforms the Student Teaching Field Experience: Improving the Student Teaching Field Experience for All Triad Members
In this article, the authors present a technology-based innovation called eSupervision, a student teaching supervision program created to improve the field experience by using cognitive apprenticeship as a framework for its design. The authors analyze program implementation to determine whether eSupervision functions as it was designed. The results of this study indicate that building a technology-enhanced supervision experience around the framework of cognitive apprenticeship is a viable and productive approach to re-imagining the field experience of student teachers.
Updated: Sep. 14, 2011
Service-Learning Experiences of College Freshmen, Community Partners, and Consumers With Disabilities
In this study the authors have described the experiences of students, community partners, and consumers with disabilities with the implementation of service-learning projects. The authors investigated the extent to which students and community partners were satisfied with their service-learning experience and the aspects of the project that contributed to and detracted from their personal satisfaction.
Updated: Sep. 04, 2011
From Intuition to Data: Using Logic Models to Measure Professional Development Outcomes for Educators Working With Students on the Autism Spectrum
The purpose of this article is to provide an overview of logic models and their role in the creation of PD programs and in the evaluation of outcomes. The authors provide an example of how a logic model can be used with PD programs by providing a description of its use with the Indiana Resource Center for Autism's (IRCA) School Team Training program. The authors focus on how the use of a logic model allowed the IRCA to restructure the team training program to more systematically evaluate and document the outcomes of the school team training program.
Updated: Sep. 04, 2011
Professional Learning for Teachers Without Special Education Qualifications Working With Students With Severe Disabilities
The aim of the project was to explore the impact of a small-scale, personalized professional learning project on the opportunities that teachers provided for students to communicate and on their responsiveness to potentially communicative behavior. The project activity was based on the principles described by Gersten and colleagues. It was found that there was an increase in the opportunities teachers offered, with larger effects in two of the classes.
Updated: Aug. 29, 2011
Professional Development at a Distance: A Mixed-Method Study Exploring Inservice Teachers’ Views on Presence Online
This article examined surveys from online courses that used a unique 5-week distance learning model designed for K–12 educators. This mixed-method study examined the concepts of presence, online interaction, participant satisfaction, and the impact of this online professional development experience on teaching. The findings illustrate a unique portrait of teacher, social, and cognitive presence as they related to this online professional development experience. The authors conclude that the data supports that the online learning environment, quality of instruction, interactions and resources, and design of the model contributed to participant learning and overall satisfaction with this online professional development experience.
Updated: Aug. 23, 2011