Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Teachers Perception Of Effective Staff Development
Download Teachers Perception Of Effective Staff Development full books in PDF, epub, and Kindle. Read online Teachers Perception Of Effective Staff Development ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Teachers' Perception of Effective Staff Development by : Elizabeth Lynettia Fish
Download or read book Teachers' Perception of Effective Staff Development written by Elizabeth Lynettia Fish and published by . This book was released on 1996 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study. The purposes of this study were to determine opinions about and perceptions of the characteristics, conditions, and actions which have been suggested in current research as being essential to developing and delivering effective staff development programs to determine how these characteristics compare to staff development programs in practice, to determine how Missouri Excellence in Education Act funds have been used, and to determine the effects of such use. Methods. The survey sample consisted of 197 districts. Survey instruments collected four types of data: (1) demographic information, (2) respondent perceptions about characteristics of effective staff development programs and about those characteristics in practice, (3) respondent perceptions of the impact of staff development within their districts, and (4) about how SB 380 funds have been spent. Teachers rated research based characteristics of effective staff development programs and their perceptions of the extent to which those characteristics were being provided, as well as, their perceptions of the importance of using various strategies during staff development activities. Open ended questions were used to collect information about teachers' perceptions of the benefits of the new funds provided by SB 380 to their districts. Telephone interviews were conducted with selected teachers to ascertain outside characteristics that may have influenced their perceptions of the benefits of the district's staff development program. Findings. There were conflicting opinions as to the success of staff development. Most of SB 380 funds were spent for attendance of workshops and conferences. While most teachers felt they were not being provided the type of staff development they perceived as being effective, they felt positive about certain aspects of staff development: they were allowed input in the planning of staff development; stronger programs and new concepts were provided; they were allowed to attend conferences outside the district as well as within the district; and workshops were being scheduled on various levels, instead of trying to cover all levels in a single workshop.
Book Synopsis The Power of Place by : Gwendolen Susanne Jacobs
Download or read book The Power of Place written by Gwendolen Susanne Jacobs and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Professional development provides opportunities for teachers to acquire the knowledge needed to become experts in their classroom content and to improve their instructional skills to meet the needs of today's student learners. While districts and curriculum leaders work to improve professional development design, teachers' dissatisfaction with current professional development practices are still problematic. Teachers continue to find it ineffective, irrelevant, making them feel undervalued as professionals. This is evident in the rural educational setting. Rural educators need on-going, flexible, and job-embedded effective professional development to meet the specific needs of rural educators and their students. While few studies have examined teacher perception on professional development, even fewer studies focused on the rural place. This study provides educational leaders with a teacher's perspective on what effective professional development looks and feels like for rural educators. Using narrative analysis of five rural educators' interviews and drawing on Gruenewald's Critical Pedagogy of Place, this study sought to understand the experiences of five rural educators as they explored their personal histories, perceptions, and experiences in receiving effective professional development. The study is driven by three research questions to determine if teachers' perceptions of effective professional development is influenced by their own sense of place and how they identify within that place. These questions included the following: 1. How do teachers in a rural setting perceive building and district level professional development? 2. In what ways does sense of place inform teachers' perceptions of effective professional development? 3. In what ways do these perceptions inform teachers' decisions to act on their new learning? The key themes revealed participants acknowledged the challenges districts face when providing effective professional development and that it is most beneficial when connected to their specific needs. Most participants acknowledged the complexity of rural relationships and recognized how their personal histories and experiences helped make and enrich these relationships. The findings relative to the five participants' experiences and their stories also suggest rural teachers do not fully recognize the extent by which their own sense of place and place identity influenced their perceptions on their learning. This can have several implications for district leaders, professional development directors and for current and future rural educators. If district leaders and professional development directors want to see implementation of teacher learning in the classroom, providing purposeful professional development must not only address the specific needs of rural educators and their students but also consider what teachers bring to the rural context in relationship to their professional learning.
Book Synopsis Teachers' Perceptions of the Effectiveness of a School-based Staff Development Program by : Gayle Poland Frame
Download or read book Teachers' Perceptions of the Effectiveness of a School-based Staff Development Program written by Gayle Poland Frame and published by . This book was released on 1989 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Design Principles for Teaching Effective Writing by : Raquel Fidalgo Redondo
Download or read book Design Principles for Teaching Effective Writing written by Raquel Fidalgo Redondo and published by BRILL. This book was released on 2017-11-20 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume aims to analyze validated intervention programs focused on: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects/skills.
Book Synopsis Meaningful Physical Education by : Tim Fletcher
Download or read book Meaningful Physical Education written by Tim Fletcher and published by Routledge. This book was released on 2021-02-25 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book outlines an approach to teaching and learning in physical education that prioritises meaningful experiences for pupils, using case studies to illustrate how practitioners have implemented this approach across international contexts. Prioritising the idea of meaningfulness positions movement as a primary way to enrich the quality of young people’s lives, shifting the focus of physical education programs to better suit the needs of contemporary young learners and resist the utilitarian health-oriented views of physical education that currently predominate in many schools and policy documents. The book draws on the philosophy of physical education to articulate the main rationale for prioritising meaningful experiences, before identifying potential and desired outcomes for participants. It highlights the distinct characteristics of meaningful physical education and its content, and outlines teaching and learning principles and strategies, supported by pedagogical cases that show what meaningful physical education can look like in school-based teaching and in higher education-based teacher education. With an emphasis on good pedagogical practice, this is essential reading for all pre-service and in-service physical education teachers or coaches working in youth sport.
Book Synopsis Teacher Perceptions of Effects of Professional Development on Teaching Practice and Student Learning by : Imelda R. Castaňeda
Download or read book Teacher Perceptions of Effects of Professional Development on Teaching Practice and Student Learning written by Imelda R. Castaňeda and published by . This book was released on 2002 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to test whether multidimensional professional development programs are preferable to a traditional one, which, typically, consists of taking a graduate course. It compared teachers' perceptions about the effects of three programs for professional development on their teaching practice and student performance. Two of the programs, the Arts Integration Program and Job Shadowing Institute, were multidimensional models of professional development. The third was Technology Training, a traditional model of professional development. The purpose of the study was to contribute to the body of knowledge about teachers' perceptions of the effect of professional development on their teaching practice and their students' learning. The study included elementary, middle, and high school teachers as participants and survey respondents. It spanned three years. Descriptive data were collected to provide an accurate description of the three programs. Participant observations of professional development sessions, informal and formal interviews of teachers, administrators, and facilitators were among the data collection tools used during the first two years of the study to provide a detailed description of the actual programs. The main focus of the study was a survey of participants' perceptions of the effect of professional development on their teaching and their students' learning. Survey results indicated that teachers perceived that professional development could be most effective for improving their teaching practice and student learning when the professional development programs are intentional, on going, and systemic. The non-traditional, multidimensional professional development was found to be more effective than the traditional model. However, the results of the study also indicated that even a traditional model of professional development was perceived as having an impact on students' learning when applications were made to curricular content and when there was support for further training. Based on these findings, a model or 'scaffold' towards effective professional development was conceptualized using constructs and characteristics that might influence teaching practice and student learning. Results are discussed in the light of the limitations of the study, implications for education, and suggestions for future research.
Book Synopsis Teacher Perception of Professional Development by : Ramina Issac
Download or read book Teacher Perception of Professional Development written by Ramina Issac and published by . This book was released on 2017 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exceptional educators help create outstanding learners. Research suggests that knowledgeable educators are vital factors to the schools and influencing student success. Therefore it is imperative to consider how the educators are trained and support both new and experienced teachers. The purpose of this study was to define the effects of professional development on educators and their perception of staff development in one selected school district, studying the effectiveness of professional development. This study attempted to find the connection between participating in any professional development and teacher effectiveness. Moreover it analyzed whether educators participating in professional development had more knowledge and skills after trainings and retain what they had learned. Furthermore this study measured how teachers perceived the effectiveness of their trainers and their skills to transfer the extended talents to their classroom. A qualitative research method was used in two educational facilities in one school district. Thirty educators representing two schools responded to the survey. The educators were given the opportunity to participate in a survey that asked them a variety of questions pertaining to professional development. The outcomes of this analysis reinforced the research literature and provide multiple recommendations for all educators that participate in staff development. Proposals and suggestions for strategies and practices are incorporated.
Book Synopsis Teachers' Perceptions of Effective Professional Development by : Stephen Matthew Warford
Download or read book Teachers' Perceptions of Effective Professional Development written by Stephen Matthew Warford and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examines practicing educators’ views and perceptions on effective professional development. The researcher explores the experiences of five educators at various points on the experience continuum and questions what constitutes a meaningful learning experience for each one. The framework of this study follows the protocols outlined by Connelly and Clandinin (1990) for experienced based research through narrative. The foundation for this research rests of four theoretical pillars: Adult Learning Theory (Houle, 1972), Motivational Theory (Maslow, 1943), Reflective Practices (Schon, 1987), and Teacher Knowledge (Cochran & Lytle, 1999). After an extensive review of the current literature, noticeable omissions from the current understanding of professional development for teachers were found that set the stage for the following research questions guiding this study: 1) What elements of professional development do practicing teachers find effective and beneficial? 2) Do teachers at different points in their career report needing the same or different qualities in their learning experiences? 3) What might the researcher come to understand through narrative case studies of the participants and their insights on effective professional development? The need for this study to address these questions is that annually millions of dollars are spent on teacher professional development in order to improve teacher pedagogy in hopes of improving student achievement; however, achievement scores remain stagnant and there is little evidence that the current system of professional development is working. Though there are a plethora of studies that provide quantitative data regarding certain elements of professional development (e.g. time needed, curriculum design), those studies provide no context from the teachers to help others reproduce the results. This study allowed teachers to provide a context through narrative based on their experiences.
Book Synopsis Teachers' Perceptions of Effective Professional Development by : Terri Renée Rodger
Download or read book Teachers' Perceptions of Effective Professional Development written by Terri Renée Rodger and published by . This book was released on 2008 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of Differentiated Staff Development as an Effective Means to Increase Student Achievement by : Stacy L. Winslow
Download or read book Perceptions of Differentiated Staff Development as an Effective Means to Increase Student Achievement written by Stacy L. Winslow and published by . This book was released on 2009 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to gather information about the perceptions of teachers and principals with regard to staff development and its impact on student achievement. Two instruments were used for data collection: The National Staff Development Council Staff Development Inventory and a scripted interview session that was conducted with teachers and principals. First the study explored the perceptions of 240 teachers and principals in two central Pennsylvania school districts regarding their staff development experiences. The second part of the study used an interview session with 13 teachers and principals to further investigate themes that emerged during the survey analysis. Reactions and perceptions were related to three research questions that guided the study. Results appeared to be consistent. Teachers perceived differentiated staff development opportunities to be more useful with greater classroom applicability than large "one-size-fits-all" in-service sessions. Data also implied that neither teachers nor principals made a direct connection between professional development learning and student achievement gains. Overall, conclusions pointed out that schools can achieve sustainable change over time when staff development is tailored to meet the instructional needs of teachers for the advancement of their students.
Book Synopsis Teachers' and Administrators' Perceptions of Effective Professional Development by : Robert L. Walker
Download or read book Teachers' and Administrators' Perceptions of Effective Professional Development written by Robert L. Walker and published by . This book was released on 2012 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The need for systemic academic improvements may significantly impact the way professional development is perceived and practiced in high schools today. The purpose of the present qualitative case study was to examine the perceptions of teachers and administrators in five high schools in south central Pennsylvania regarding staff development. This study examined how novice and veteran teachers and administrators perceived the (a) context, (b) process, and (c) content vital to the process of staff development. Furthermore, this study sought to find the interconnectedness between the current body of research and the perceptions of novice and veteran administrators as well as novice and veteran teachers regarding the impact of collaborative professional learning experiences in order to improve professional practice. Finally, this study investigated the perceived change in classroom practice as a result of implementing new practices gained from professional development experiences. These perceptions were gathered through (a) surveys, (b) interviews, and (c) group interviews. This study used five suburban high schools in two counties in South Central Pennsylvania. The most prevalent themes that established a connection to change in teacher behavior as a result of professional development activities identified in this study were (a) collaboration with other teachers, (b) personal value, (c) limited objectives, and (d) connections to evaluation. This study could serve school districts as a resource to evaluate and improve current professional development systems within their schools with intent of improving the efficiency and effectiveness professional development activities.
Book Synopsis Teacher Perceptions of Effective Professional Development that Foster Personal Expertise by : Debra Rust
Download or read book Teacher Perceptions of Effective Professional Development that Foster Personal Expertise written by Debra Rust and published by . This book was released on 2009 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: In January and February of 2009, 19 teachers and 4 administrators were interviewed about their feelings concerning the professional development availability in their schools, how it met their needs, and how teacher learning impacted improved student learning. Participants were asked 15 open-ended questions. The study was designed to discover what processes teachers use to self-assess their own personal goals for professional development and how teachers internalize these needs to improve student learning.
Book Synopsis A Case Study on Teachers' Perception of School-Based Staff Development Activities by : Chuen-Chip Ip
Download or read book A Case Study on Teachers' Perception of School-Based Staff Development Activities written by Chuen-Chip Ip and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of Continuing Professional Development by : David Hustler
Download or read book Teachers' Perceptions of Continuing Professional Development written by David Hustler and published by . This book was released on 2003 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Characteristics of Effective Professional Development: Rural Teachers' Perceptions by : Robert Meadows
Download or read book Characteristics of Effective Professional Development: Rural Teachers' Perceptions written by Robert Meadows and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perception of the Critical Elements of Effective Professional Development in Marion County, Indiana by : Matthew Joseph Prusiecki
Download or read book Teacher Perception of the Critical Elements of Effective Professional Development in Marion County, Indiana written by Matthew Joseph Prusiecki and published by . This book was released on 2009 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher's Perceptions of Professional Development Activities which Result in Success Integration of Classroom Instructional Technologies by : Lisa M. Kohl-Blackmon
Download or read book Teacher's Perceptions of Professional Development Activities which Result in Success Integration of Classroom Instructional Technologies written by Lisa M. Kohl-Blackmon and published by . This book was released on 2013 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Recent research demonstrates the expectation of the use of technology in schools. Advances in technology often require teachers to learn new methods of teaching while trying to keep up with rapidly increasing technological changes. Unfortunately, many teachers report being inadequately prepared to utilize instructional technologies in their classrooms. School leaders have the complex task of providing effective training that meets their teachers' needs. In this quantitative study, the author sought to determine teachers' perceptions of professional development activities which result in successful classroom integration of instructional technologies in schools. Teachers from two school districts in Georgia were surveyed. Data were analyzed using descriptive statistics and standard multiple regression. The findings showed that teachers perceive peer support or mentoring and technology personnel support or modeling to be the two most effective forms of professional development activities which result in successful classroom integration of instructional technologies. Non-credit workshops provided by school district or outside consultants was perceived by teachers to be the most ineffective form of professional development for successful classroom integration of instructional technologies. Regression analysis for each of the nine types of professional development was insignificant and therefore indicated that there was not a relationship between a teachers age, years of experience, degree level or hours of student classroom technology use and teachers' perception of professional development activities which result in successful classroom integration of instructional technologies.
