An Examination Of The Role Of Teacher Perceptions Of Their Professional Development Needs In The Professional Development Process

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An Examination of the Role of Teacher Perceptions of Their Professional Development Needs in the Professional Development Process

Author : Shani A. Reid
Publisher :
ISBN 13 : 9781109877014
Total Pages : 144 pages
Book Rating : 4.8/5 (77 download)

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Book Synopsis An Examination of the Role of Teacher Perceptions of Their Professional Development Needs in the Professional Development Process by : Shani A. Reid

Download or read book An Examination of the Role of Teacher Perceptions of Their Professional Development Needs in the Professional Development Process written by Shani A. Reid and published by . This book was released on 2007 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used the Public School Teacher component of the 1999-2000 Schools and Staffing Survey (SASS) as well as the Current Teacher Survey component of the 2000-2001 Teacher Follow-Up Survey (TFS) to answer four research questions that addressed the extent to which teachers' professional development needs are met by required professional development and explored the extent to which teacher and school factors predict teachers' priorities for their personal professional development.

An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided Through a School-based Mental Health Program

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Author : Nyah Donnielle Hamlett
Publisher :
ISBN 13 :
Total Pages : 153 pages
Book Rating : 4.:/5 (112 download)

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Book Synopsis An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided Through a School-based Mental Health Program by : Nyah Donnielle Hamlett

Download or read book An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided Through a School-based Mental Health Program written by Nyah Donnielle Hamlett and published by . This book was released on 2019 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are profound implications for students who suffer from mental illness, have unmet social emotional needs, and those who are being taught by ill-prepared teachers with little self-confidence in their ability to adequately address student needs. Teachers spend a significant amount of time with students who experience social and emotional challenges which requires relevant high quality professional development to learn how to recognize possible student mental health issues and to collaborate with internal and external partners to address these issues. This study employed Stufflebeam's Context, Input, Process, and Product (CIPP) Program Evaluation model to determine the context, input, process, and product of a social emotional support services (SESS) program. A mixed methods design was used to conduct the evaluation to determine the value, worth, and merit of the program for educators and school districts who understand that a narrow focus on academic achievement is no longer adequate for all students to succeed in and out of school. In order to determine the value of the program, participating teachers were asked to respond to survey evaluation questions through the use of the Teachers' Sense of Self Efficacy Scale (TSES). The TSES (Appendix A) is a reliable and valid instrument that is designed to determine what creates the most difficulty for teachers in the areas of student engagement, instructional practices and classroom management. Additionally, teachers were asked to respond to questions that provided information regarding their teaching demographics (i.e., years of experience, level of instruction, etc.), implementation of learned skills, and unique success stories and challenges they have faced. Data analysis was conducted to identify differences between respondent demographics and actual survey questions. Although significant gaps were not revealed, relevant findings and recommendations were able to be made.

Teachers' Professional Development

Author :
Publisher : BRILL
ISBN 13 : 9087907419
Total Pages : 188 pages
Book Rating : 4.0/5 (879 download)

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Book Synopsis Teachers' Professional Development by :

Download or read book Teachers' Professional Development written by and published by BRILL. This book was released on 2019-02-11 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within the central topics of the debate on teachers’ professionalism are the problems of research-based and evidence-based initial and lifelong teacher behavior. Although the statements on professional similarities of teacher actions with those of other (academic) professionals are very plausible, there remains a central task for teacher education programs: How to develop towards such expertise—which is equal to evidence convictions—effectively and efficiently. Which role do scientific research and its results play in this context? How can research results be converted into recommendations for teacher actions?

Teacher-centered Professional Development

Author : Gabriel Díaz-Maggioli
Publisher : ASCD
ISBN 13 : 0871208598
Total Pages : 191 pages
Book Rating : 4.8/5 (712 download)

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Book Synopsis Teacher-centered Professional Development by : Gabriel Díaz-Maggioli

Download or read book Teacher-centered Professional Development written by Gabriel Díaz-Maggioli and published by ASCD. This book was released on 2004 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher-Centered Professional Development is a hands-on guide to collaborative skill building for educators. It introduces the Teacher's Choice Framework, a model that empowers teachers by helping them choose and initiate professional growth activities according to their schedules, strengths, and needs. The book describes a wide variety of professional development strategies, including mentoring, journal writing, peer-to-peer coaching, and seminars. For each strategy, the author provides: * A brief history of the research base * A step-by-step guide to implementing the strategy * Sample handouts and assessment forms * Examples from the field of the strategy in practice With this book, teachers at all levels can quickly learn how to set up development teams, conduct action research, and engage in other activities to further their skills. In addition, the Teacher's Choice Framework helps educators prioritize their needs and choose the strategies that best suit those needs. Teacher-Centered Professional Development offers both a perfect introduction to staff development options and a commonsense method for choosing among them.

Powerful Professional Development

Author : Diane Yendol-Hoppey
Publisher : Corwin Press
ISBN 13 : 1452271275
Total Pages : 201 pages
Book Rating : 4.4/5 (522 download)

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Book Synopsis Powerful Professional Development by : Diane Yendol-Hoppey

Download or read book Powerful Professional Development written by Diane Yendol-Hoppey and published by Corwin Press. This book was released on 2010-02-09 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: "I love, love, love this book! This smorgasbord of professional development strategies maximizes time and on-site expertise. From the perspective of educators hungry for cost-effective, proven ways to promote ongoing, job-embedded professional learning, this is an à la carte menu for building healthy professional development ′meals′ based on specific needs and available resources." —Gail Ritchie, Instructional Coach Fairfax County Public Schools, VA "This book offers a menu of practical, integrated, research-based tools and processes that engage and empower teachers and administrators in co-constructing a powerful form of job-embedded professional development that is relevant, focused, and organic, and allows schools to transform themselves into a self-sustaining learning organization." —Pedro R. Bermúdez, Professional Development Support Ready Schools Miami, FL Achieve effective, on-site teacher development without breaking the budget! This essential guide to job-embedded staff development helps schools and districts move away from reliance on outside expertise, instead drawing on and developing the experience and skills of their own faculty. The authors provide a complete toolbox of school-based professional development (PD) strategies, with recommendations on which tools to use for different times and settings, guidelines for implementation, and extended examples of each tool in action for a full spectrum of proven, cost-effective PD models, including: Book study and lesson study Action research and professional learning communities Coaching and co-teaching Webinars, podcasts, Open Space Technology, online communities, and much more

Dissertation Abstracts International

Author :
Publisher :
ISBN 13 :
Total Pages : 618 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 618 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Exploring Meanings of Professional Development

Author : Elizabeth Baker
Publisher :
ISBN 13 :
Total Pages : 477 pages
Book Rating : 4.:/5 (94 download)

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Book Synopsis Exploring Meanings of Professional Development by : Elizabeth Baker

Download or read book Exploring Meanings of Professional Development written by Elizabeth Baker and published by . This book was released on 2014 with total page 477 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological study was to describe the perceptions of elementary teachers about professional development experiences in a Catholic diocese in the Midwest. Professional development in this study was defined as local or contextual experiences, regional experiences, diocesan experiences, and other events of learning such as graduate level coursework, workshops, or conferences. The study noted teacher perceptions of how and why professional development decisions are determined so that teacher growth and actions can be enhanced by their professional development experiences. A within-case and cross-case analysis of eight individual case studies of elementary classroom teachers, each with over ten years of experience teaching in a Catholic diocese in the Midwest, was used to investigate the subsequent research questions. The overarching research question was: How do teachers perceive their professional development experiences? The sub-questions used for the systematic research process included: (a) What professional development experiences do teachers perceive as meaningful and useful?, (b) What professional development decisions by leaders do teachers perceive as useful and meaningful in promoting high levels of academic achievement for all learners?, (c) How can leaders reframe professional development decision making to sustain teacher growth as perceived by teachers?, and (d) How can leaders reframe professional development decision making to sustain social justice towards teachers? Through analysis of narratives, focus group sessions, and interviews, two dominant themes of relevancy and practicality were determined. The subthemes of professionalism, disconnect, technology, and attributes of teachers were also determined. The data from this study found that teachers perceive that professional development experiences on the local level are positive when relationships between the administrator and the teachers are positive. Beyond the local, professional development experiences may or may not be relevant or practical because teachers are not asked about their contextual needs. Teachers perceived that asking, listening, and trusting their opinion concerning professional development experiences was important in reframing relevant and practical experiences

Resources in Education

Author :
Publisher :
ISBN 13 :
Total Pages : 332 pages
Book Rating : 4.:/5 (3 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Teacher Professional Development for Improving Quality of Teaching

Author : Bert Creemers
Publisher : Springer Science & Business Media
ISBN 13 : 9400752075
Total Pages : 270 pages
Book Rating : 4.4/5 (7 download)

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Book Synopsis Teacher Professional Development for Improving Quality of Teaching by : Bert Creemers

Download or read book Teacher Professional Development for Improving Quality of Teaching written by Bert Creemers and published by Springer Science & Business Media. This book was released on 2012-11-05 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factor was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided.

Teacher Perceptions on the Effectiveness of Professional Development for Academic and Career Planning

Author : Cory A. Halvorson
Publisher :
ISBN 13 :
Total Pages : 64 pages
Book Rating : 4.:/5 (17 download)

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Book Synopsis Teacher Perceptions on the Effectiveness of Professional Development for Academic and Career Planning by : Cory A. Halvorson

Download or read book Teacher Perceptions on the Effectiveness of Professional Development for Academic and Career Planning written by Cory A. Halvorson and published by . This book was released on 2018 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the 2017-2018 academic year began, every school in the state of Wisconsin was required to participate in the Academic and Career Planning (ACP) initiative, also known as PI 26 (WI DPI, 2016a). The ACP process helped students integrate career development activities with their academic coursework. To do so, students created and maintained evidence that documented those activities (WI DPI, 2016c). Through this descriptive study, data identified academic teachers' understandings of career development, and what steps they took to incorporate the ACP requirements into their curriculum. Findings from the data suggested that teachers felt more time was needed on professional development related to the integration of ACP into their curriculum. In addition, the respondents believed that more in-depth training using the Career Cruising platform would benefit their instruction, and ultimately, the students' learning.

Evaluating Professional Development

Author : Thomas R. Guskey
Publisher : Corwin Press
ISBN 13 : 9780761975618
Total Pages : 332 pages
Book Rating : 4.9/5 (756 download)

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Book Synopsis Evaluating Professional Development by : Thomas R. Guskey

Download or read book Evaluating Professional Development written by Thomas R. Guskey and published by Corwin Press. This book was released on 2000 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability.

Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities

Author : Chun-Cheong Wong
Publisher :
ISBN 13 : 9781361236338
Total Pages : pages
Book Rating : 4.2/5 (363 download)

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Book Synopsis Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities by : Chun-Cheong Wong

Download or read book Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities written by Chun-Cheong Wong and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities" by Chun-cheong, Wong, 黃振昌, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled Hong Kong teachers' perceptions of continuing professional development policies and activities submitted by Wong Chun Cheong for the degree of Master of Education at the University of Hong Kong August, 2005 Teachers are faced with increasing challenges in the inundated education reform. To meet those demands, they need to adopt a new culture of learning so as to satisfy the needs of professional development. In 2003, the "Advisory Committee on Teacher Education and Qualifications" has put forward a policy document named "Towards a Learning Profession: The Teacher Competencies Framework and The Continuing Professional Development of Teachers," which claims itself as a means to professionalize the teaching force. However, Hong Kong teachers' voice was consistently suppressed during the policy-making process. This study aims at revealing teachers' perception of the ideal scenario of continuing professional development, as well as how they look at effectiveness of this policy document. A qualitative approach is adopted to describe and explain teachers' perceptions, which involves inductive analysis by interpreting and making sense of data. The findings are based on questionnaires with 50 teachers, and 5 in-depth semi-structured interviews in a subsidized secondary school in Hong Kong. Findings reveal that teachers prefer participative and interactive modes of professional development activities involving a whole range of content areas, but resist bureaucratic-managerial approach in policy-making of their continuing iprofessional development. Moreover, they are frustrated by the current situation of continuing professional development which is characterized by "provider and policy-led," "competence-based" and "deficit" approach. Furthermore, they do not consider the policy document put forward in 2003 by the "Advisory Committee on Teacher Education and Qualifications" to be an effective means of enhancing their own professional development because it is not relevant directly to their needs. Without teachers' recognition on the rationale and methods in the implementation of the policy, it does not have any chance of success. It is suggested that the government should consider carefully the genuine needs of schools and practitioners and more teachers should get involved in the formulation of educational policies. By uniting the discordant efforts made by the various stakeholders in teachers' professional development, it is possible to balance their conflicting interests and fulfill their diverse needs. ii DOI: 10.5353/th_b3554448 Subjects: Teacher effectiveness - China - Hong Kong High school teachers - China - Hong Kong - Attitudes

High Possibility STEM Classrooms

Author : Jane Hunter
Publisher : Routledge
ISBN 13 : 1000296881
Total Pages : 168 pages
Book Rating : 4.0/5 (2 download)

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Book Synopsis High Possibility STEM Classrooms by : Jane Hunter

Download or read book High Possibility STEM Classrooms written by Jane Hunter and published by Routledge. This book was released on 2020-12-21 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers a new, research-based approach to STEM education in early, elementary, and middle years of schooling, concentrating on building teacher agency and integrated approaches to teaching and learning in High Possibility STEM Classrooms. Author Jane Hunter presents a globally oriented, contemporary framework for powerful Integrated STEM, based on mixed-methods research data from three studies conducted in 14 schools in language-diverse, disadvantaged, and urbanized communities in Australia. Theory, creativity, life preparation, public learning, and contextual accommodations are all utilized to help educators create hands-on, inquiry-led, and project-based approaches to STEM education in the classroom. A set of highly accessible case studies is offered that places pedagogy at the center of practice – an approach valuable for researchers, school leaders, and teachers alike. Ultimately, this text responds to the call for examples of what successful Integrated STEM teaching and learning looks like in schools. The book concludes with an evidence-based blueprint for preparing for less siloed and more transdisciplinary approaches to education in schools. Hunter argues not only for High Possibility STEM Classrooms but for High Possibility STEM Schools, enriching the dialogue around the future directions of STEM, STEAM, middle leadership, technological literacies, and assessment within contemporary classrooms.

An Examination of Teachers' Perceptions and Implementation of Learning Trajectory Based Professional Development

Author : Megan H. Wickstrom
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (988 download)

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Book Synopsis An Examination of Teachers' Perceptions and Implementation of Learning Trajectory Based Professional Development by : Megan H. Wickstrom

Download or read book An Examination of Teachers' Perceptions and Implementation of Learning Trajectory Based Professional Development written by Megan H. Wickstrom and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Findings indicate that the teachers noticed student thinking constantly in their daily work through actions such as students' measurement strategies, counting strategies, language, interactions with other students, and written accounts. However, the actions were not always connected with instructional implications. Across the cases, mathematical tasks and curriculum were critical in helping teachers understand students' thinking and implement it into practice. Interview tasks were relevant in instructional planning when they were similar or connected to future classroom tasks. Within the classroom setting, the teacher's willingness to supplement or modify current curriculum determined how she used knowledge of students' thinking in practice. Teachers unwilling to modify curriculum had difficulty using knowledge of students' thinking in practice. Findings also indicate that knowledge of an individual student's thinking gained from interviews informed teachers of student misconceptions and current understandings of a topic, but much of what informed the teachers' instruction came from a complex framework of past education and daily experiences with students. Lastly, teachers interpreted, redefined, and even rejected learning trajectory research in their own ways depending on how well it agreed with their current practices and belief systems. These findings have implications for the design and conduct of teacher professional development and indicate the need for modifications to current learning trajectories (Sarama & Clements, 2009) to make them more accessible to teachers.

Interculturality in Schools

Author : Robyn Moloney
Publisher : Taylor & Francis
ISBN 13 : 100060814X
Total Pages : 158 pages
Book Rating : 4.0/5 (6 download)

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Book Synopsis Interculturality in Schools by : Robyn Moloney

Download or read book Interculturality in Schools written by Robyn Moloney and published by Taylor & Francis. This book was released on 2022-07-26 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a comprehensive study of professional learning courses in intercultural settings, exploring how this impacts teachers and brings about change in classrooms, culture across schools as a whole, and children’s lives. The authors argue that teachers and schools must raise the stakes globally in an intercultural practice grounded in educational equity and anti-racism. Identifying the attributes that make a difference in teacher intercultural learning and change through analysis of both quantitative and qualitative data, the study throws up marked tensions and contradictions between the desire to explore both an abstract personal concept and achieve practical outcomes in schools. As case studies of two primary schools dig deep into teachers’ lives, the book proposes a model of personal teacher interculturality which is constructed from the inside out. The potential of neglected spaces in schools for intercultural identity is also highlighted by images of new practice. This book is a supportive resource for schools or educational institutions, in any global context, that are seeking a fresh approach to intercultural education and holistic change.

High-Achieving Latino Students

Author : Susan J. Paik
Publisher : IAP
ISBN 13 : 1648020127
Total Pages : 295 pages
Book Rating : 4.6/5 (48 download)

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Book Synopsis High-Achieving Latino Students by : Susan J. Paik

Download or read book High-Achieving Latino Students written by Susan J. Paik and published by IAP. This book was released on 2020-03-01 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement. Praise for High-Achieving Latino Students "This book focuses on an important issue about which we know little. There are many lessons here for both scholars and educators who believe that Latino students can succeed. I congratulate the authors for taking on this timely and significant topic." ~ Guadalupe Valdés, Ph.D., Bonnie Katz Tenenbaum Professor in Education, Stanford University. Author of Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools "This is a must-read book for leaders in institutions of both K-12 and higher education who want to better understand success factors of Latino students in the US. Using a strength-based framework to understand and support Latino achievement is a new paradigm that must be considered by all." ~ Loui Olivas, Ed.D., President, American Association of Hispanics in Higher Education "In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here." ~ Carl A. Cohn, Ed.D., Former Executive Director, California Collaborative for Educational Excellence, CA State Board of Education member, and Superintendent "There may not be a silver bullet for solving the so-called problem of Latino underachievement, but well-conceived solutions do exist. This powerful book offers strength- and asset-based frameworks that demonstrate Latino achievement is possible. Read this text to not only get informed, but to also get nurtured and inspired!" ~ Angela Valenzuela, Ph.D., Professor in Education, University of Texas at Austin. Author of Subtractive Schooling: US-Mexican Youth and the Politics of Caring

Teacher Perceptions of Professional Development Practices and Their Influence on Self-efficacy

Author : Jennifer A. McSweeney
Publisher :
ISBN 13 :
Total Pages : 158 pages
Book Rating : 4.:/5 (119 download)

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Book Synopsis Teacher Perceptions of Professional Development Practices and Their Influence on Self-efficacy by : Jennifer A. McSweeney

Download or read book Teacher Perceptions of Professional Development Practices and Their Influence on Self-efficacy written by Jennifer A. McSweeney and published by . This book was released on 2020 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers play a critical role when it comes to impacting student achievement. As a result, quality of teachers is an issue that is being addressed through continuing professional development. Even with this emphasis, current professional development is perceived by teachers as being ineffective and lacking in relevance to student and teacher needs. However, research-based professional development practices do exist, and this study sought to explore which of these features teachers perceive to be effective within the learning experiences of lesson study, book study, and peer observations. Additionally, self-efficacy can affect teacher impact on student achievement. Four sources of efficacy contribute to feelings of confidence and can be embedded within professional development activities. Two research questions were asked in this study: Do teachers perceive lesson study, peer observations, and book study as effective forms of professional development? What are teacher perceptions of their own self-efficacy following an academic year of professional development? This qualitative study used interviews, focus group meetings, teacher journals, and field notes to answer the questions after teachers engaged in an action research cycle that included a professional development activity of their choosing. Results revealed that teachers find value in learning that includes ongoing time to learn, meaningful collaboration with peers, and teacher choice. Teachers also benefit from the self-efficacy sources of mastery experience and emotional arousal. Recommendations of this study include protecting time for teacher learning and linking it to teacher evaluation and providing teachers with opportunism to experience sources of efficacy within their learning activities.