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Teachers Perceptions Regarding Professional Development Activities And Their Level Of Use
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Book Synopsis Teachers Perceptions Regarding Professional Development Activities and Their Level of Use by : Keisha Stephenson Taylor
Download or read book Teachers Perceptions Regarding Professional Development Activities and Their Level of Use written by Keisha Stephenson Taylor and published by . This book was released on 2006 with total page 204 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.
Book Synopsis Teachers’ Perceptions of Their Literacy Professional Development by : Patrick Suber
Download or read book Teachers’ Perceptions of Their Literacy Professional Development written by Patrick Suber and published by AuthorHouse. This book was released on 2021-02-17 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).
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 Action Research by : Craig A. Mertler
Download or read book Action Research written by Craig A. Mertler and published by SAGE Publications. This book was released on 2016-06-29 with total page 525 pages. Available in PDF, EPUB and Kindle. Book excerpt: Craig Mertler’s Action Research: Improving Schools and Empowering Educators introduces practicing educators to the process of conducting classroom-based action research. Practical and comprehensive, the book focuses on research methods and procedures that educators can use in their everyday practice. This Fifth Edition adds enhanced coverage of rigor and ethics in action research, means of establishing quality of both quantitative and qualitative data, as well as strengthened pedagogical features. New material includes discussions of social justice advocacy as an application of action research and the inclusion of abstracts in research reports.
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 Flexible Automation by : Charles Edquist
Download or read book Flexible Automation written by Charles Edquist and published by Wiley-Blackwell. This book was released on 1988 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Teachers' Perceptions of Staff Development, Career Stage and Job Satisfaction by : Deborah Joy Hansen
Download or read book The Relationship Between Teachers' Perceptions of Staff Development, Career Stage and Job Satisfaction written by Deborah Joy Hansen and published by . This book was released on 1993 with total page 286 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 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.
Book Synopsis Teachers’ Perception of the Use of Differentiated Instruction Strategies on Teacher Practice and Student Learning by : Dr. Althea Seivwright-Lue
Download or read book Teachers’ Perception of the Use of Differentiated Instruction Strategies on Teacher Practice and Student Learning written by Dr. Althea Seivwright-Lue and published by Xlibris Corporation. This book was released on 2019-11-20 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study was developed to explore teachers’ perceptions of the use of differentiated instructional strategies and the impact it had on teacher practice and student learning after engaging in a professional development initiative. Teachers were trained using two professional development modules; a 90-minute face-to-face module and/or, an eight-hour book club. The research questions addressed how targeted professional development, in differentiated instruction, changed teacher instructional practice and how teachers, who used differentiated instructional strategies and techniques, perceived these strategies impacted student learning. Data instruments included teacher perception surveys, demographic surveys, classroom observations, lesson plan checklists, semi-structured questionnaires, and book club evaluations were collected over a two month time period, were analyzed from themes using a manual coding system. Based on the multiple sources of data collected, teachers needed change for their instructional practices and more differentiated instructional strategies in their daily lesson delivery models.
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' 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 Teachers Perceptions, Experience and Learning by : Woon Chia Liu
Download or read book Teachers Perceptions, Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2020-08-14 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers' Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers' own learning. The first article examined teacher experiences in the use of "design thinking" by Retna. Next, Hong's and Youngs' article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers' commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers' experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers' first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers' perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors' rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
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.
Book Synopsis The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers' Attitudes Toward Their Professional Development Plans by : Laurie J. Sullivan
Download or read book The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers' Attitudes Toward Their Professional Development Plans written by Laurie J. Sullivan and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Professional Development Plan (PDP) is a specific professional development model situated within the teacher evaluation system being implemented in the Owen Public Schools (pseudonym). The purpose of this study was to investigate the influence of school culture, school goals, and teacher collaboration on teachers' attitudes toward their Professional Development Plans. Data were also collected on teachers' perceptions of the steps of the PDP process to determine which steps had the greatest influence on teachers' attitudes toward their Professional Development Plans. The sample for this study was composed of 154 prekindergarten through high school teachers within one school district. Participants held a range of attitudes from very positive to very negative toward the Professional Development Plan. Significant correlations were found between teachers' attitudes toward the Professional Development Plan (TAPDP) and four out of the five factors of school culture. The factors of school culture - Collaborative ix Leadership, Teacher Collaboration, Professional Development and Unity of Purpose - were shown to be associated with teachers' attitudes toward the Professional Development Plan, although the relationships were not strong. Only the school culture factor Collegial Support was found not to be associated with teachers' attitudes toward the Professional Development Plan. Of the five school culture factors, only the factor Professional Development was a significant predictor of teachers' attitudes toward the Professional Development Plan. One aim of the research project was to discover the extent to which PDPs conducted individually and PDPs conducted collaboratively differed on teachers' attitudes toward the Professional Development Plan. The data showed a moderate effect size that suggested the variance in TAPDP scores was accounted for by whether a teacher collaborated with other teachers on a PDP or whether it was an individual effort. Another purpose of the research was to determine the extent to which PDPs aligned with school goals and PDPs not aligned with school goals differed on teachers' attitudes toward the Professional Development Plan. The data indicated a very large effect size and highlighted that a very large portion of the variance in TAPDP scores was accounted for by whether a teacher aligned the PDP with a school goal or whether the PDP had little or no alignment with a school goal. With regard to the steps of the PDP process, each of the four steps correlated positively with teachers' attitudes toward the Professional Development Plan. The strength of the relationship between TAPDP and Writing a Goal Statement was moderate, while strong relationships were evident for Describing Strategies/Activities for Reaching PDP Goals, Collecting Evidence of Progress on PDP and Reflecting on Evidence and Results of the PDP. Furthermore, when the steps of the PDP process were examined for their combined ability to predict TAPDP, two steps emerged as predictors. The two steps with the most influence on TAPDP were Describing Strategies/Activities for Reaching PDP Goals and Reflecting on Evidence and Results of PDP. Lastly, all of the demographic variables were found to be statistically nonsignificant for describing differences in TAPDP scores suggesting that years of teaching, educator role, gender, level of educational attainment and teaching level did not influence teachers' attitudes toward the Professional Development Plan.
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
