Search results for: Faculty professional development
Page 4/5 42 items
The purpose of this study is to examine initial concerns of faculty involved in a one-to-one laptop program in an elementary teacher credential program. This study took place at a large state public university in Southern California. Eight instructional faculty and three field supervision faculty participated in this study. Results indicate that, as a group, faculty participants had high-level awareness, management, and impact concerns, yet highest concerns for individual faculty varied. Data pointed to three major implications regarding technology-rich teacher education and faculty issues to be addressed for program success.
Updated: Jan. 02, 2011
Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model
The goal of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families.
Updated: Sep. 05, 2010
In this article, the author discusses the professional literature on culturally responsive higher education training. The author focuses on the intended outcomes of professional development, including faculty knowledge, skills, and dispositions. Once the intended outcomes for professional development have been established, activities that best meet these outcomes can be designed and implemented.
Updated: Aug. 29, 2010
The Intellectual Foundations of Education: Core Journals and Their Impacts on Scholarship and Practice
This article updates previous attempts to identify a core set of journals that most education scholars would acknowledge as consequential sources. On the basis of nominations from a panel of experts, 11 primary journals were identified; three of these journals were nominated by at least one third of the respondents. The impact of these journals is assessed using a number of alternative metrics. In addition, differences in impact on policy and practice versus scholarship are considered.
Updated: May. 09, 2010
This paper explores how a group of engaged, enquiring teachers orient themselves towards research. The evidence discussed in this paper comes from work undertaken by teachers in the Learning to Learn Phase 3 Evaluation. This action research project ran for three years in primary and secondary schools in three clusters across UK. The paper focuses on identifying those aspects of being involved in L2L that support teachers' learning and the way that the teachers themselves understand the impact on their professional development. The findings contribute to our understanding of the role of inquiry and research in schools in supporting professional learning by suggesting how tools and models of working are developed.
Updated: Feb. 14, 2010
This research study was designed to inform the development of a new teacher assessment model. This study focused on induction teachers and their mentors/administrators. The findings suggested that participants could find examples of key attributes in videos of teaching practice.
Updated: Nov. 16, 2009
In this article, the authors focus on three classrooms and the ways the teachers asked questions to help students make public and extend their mathematical thinking. The authors detail teachers’ questions and how they relate to students’ making explicit their complete and correct explanations. This study shows that teachers’ questions can position the student thinking in relation to the mathematics in ways that support student understanding.
Updated: Nov. 04, 2009
Teaching for Understanding in Earth Science: Comparing Impacts on Planning and Instruction in Three Professional Development Designs for Middle School Science Teachers
This article compares and contrasts the impacts of three professional development designs. These designs aimed at middle school Earth science teachers on how teachers plan and enact instruction. Evidence from teacher survey and observation data indicated that all programs had positive impacts on how teachers planned and enacted teaching for understanding. However, differences among programs was more evident in their impacts on instructional planning.
Updated: Nov. 03, 2009
'At Least I'm the Type of Teacher I Want to Be': Second-Career English Language Teachers' Identity Formation in Hong Kong Secondary Schools
This article examines how second-career teachers may be better supported in their professional development. The study found that second-career teachers' skills and experiences were not valued within their schools. It also found that this was reflected in a rigid division the participants drew between the institutionally endorsed identity positions made available to them and the type of teachers they wanted to be. In response to this antagonism, second-career teachers used their position of non-participation to establish identity territories that connected aspects of their first-career identities, such as engineers and managers, to their emerging teacher identities.
Updated: Oct. 19, 2009
Doing More With Less: Teacher Professional Learning Communities in Resource-Constrained Primary Schools in Rural China
This article explores the nature and varying forms of professional learning communities in rural Gansu, one of China’s poorest provinces, in northwest China. The authors use qualitative and quantitative data. They draw on survey data collected in primary schools serving 71 villages in rural Gansu Province as well as transcripts from in-depth interviews with 30 teachers. The findings suggest that engagement in professional learning communities is associated with strong leadership of the principal, policy reforms and the initiative of teachers themselves.
Updated: Sep. 21, 2009