Download or read book An Analysis of High School Teachers Perceptions of Professional Development written by Michael J. Fama and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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.

Download or read book Teachers Perceptions Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2019-12-18 with total page 173 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.

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).

Download or read book Teacher Perceptions of the Relationship Between Professional Development in Differentiated Instruction and Student Outcomes in High School Social Studies written by Cathy G. Powell and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Quality teaching and student achievement have been discussed in educational milieus for decades. However, as teachers are increasingly tasked with high-stakes testing and accountability, combined with diverse classrooms and budgetary constraints, the need for teacher professional development becomes especially significant. Thus, the purpose of this study was to examine teachers’ perceptions of the relationship between job-embedded professional development in differentiated instruction and their students’ learning outcomes in high school social studies. For the purpose of this study, student learning outcomes included both cognitive and affective learning domains. This qualitative study explored the perceptions of six high school social studies teachers in a Georgia school district, featuring in-depth interviews as the primary method of data collection. Data analysis revealed themes related to knowledge construction, student learning outcomes, and teachers as learners. Although teachers’ perceptions indicated that the implementation of this particular professional development experience did not reflect the tenets of job-embedded professional development as touted, the results revealed compelling benefits of utilizing differentiated instruction on student learning outcomes in high school social studies in both the affective and cognitive learning domains. The results of this study also provided insight into teacher professional development which is beneficial for numerous educational stakeholders including, but not limited to, classroom and pre-service teachers, building- and district-level administrators such as principals, assistant principals, curriculum and instruction specialists, college and university professors, teacher education programs, parents, and students. Furthermore, the results of this study provided a foundation for continued discussion through its implications and recommendations, which are designed to improve student achievement through job-embedded teacher professional development.

Download or read book High School Teachers Perceptions of Their Application of Student centered learning Instructional Strategies written by Lindsay Michelle Rock and published by . This book was released on 2016 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the influence of gender, primary subject area, and education level on high school teachers' perceptions of their application of student-centered-learning instructional strategies. An original survey was used to evaluate teacher perceptions. The survey contained a short demographic section, 28 items related to perception of application of student-centered-learning instructional strategies, and four items related to perception of school administration and fellow teacher support of these same strategies. Cronbach alpha for the overall instrument was .94, which suggested strong reliability and internal consistency. All core and non-core high school teachers in 13 public school districts in northeast Georgia served as the sample. A total of 470 valid responses were returned, yielding a response rate of 45.6%. Descriptive statistics were used to describe participants' overall perceptions of application of student-centered-learning instructional strategies. A series of one-way analysis of variance (ANOVA) procedures were used to compare perceptions of teachers based on gender, primary subject area, and education level. No statistically significant difference in teacher perception was found based on gender. No statistically significant difference in teacher perception was found based on education level. A statistically significant difference in teacher perception was found based on primary subject area. Effect size for this difference was -0.32, which indicated a small effect. Correlations were used to determine relationships between teachers' perceptions of application of student-centered-learning instructional strategies and perceived school administration and fellow teachers' support of these same strategies. A statistically significant positive correlation was found between teachers' perception of application of student-centered-learning instructional strategies and perceived school administration support of these same strategies. A statistically significant positive correlation was found between teachers' perception of application of student-centered-learning instructional strategies and perceived fellow teacher support of these same strategies. This study adds to literature on teachers' perceptions of student-centered-learning instructional strategies. The study indicated that teachers perceived they are using student-centered-learning instructional strategies, and other strategies as well. Teacher education programs and professional development should focus on these strategies in efforts to increase frequency of use of the strategies. Additionally, the study indicated that teachers feel supported by both school administration and fellow teachers in regards to the use of student-centered-learning instructional strategies.

Download or read book High School Principals and Teachers Perceptions of Peach State University s Professional Development School Model written by Betty Lea Peebles and published by . This book was released on 2004 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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:

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:

Download or read book Developing Teachers written by Chris Day and published by Routledge. This book was released on 2002-01-04 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective schools or improving schools are fashionable terms in the rhetoric of recent education movements, yet the heart of these movements is often more to do with teaching quality than with school practice. This book takes a holistic view of teacher development, examining the contexts and conditions of teaching: school leadership and culture; teachers' lives and histories; change; teacher learning, competence and expertise; and the moral purposes of teaching. Day looks at the conditions under which teacher development may be enhanced, and brings together research and other information, from the UK and overseas.

Download or read book Learning to Practise written by Helen Timperley and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Passion for Teaching written by Christopher Day and published by Psychology Press. This book was released on 2004 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book concentrates on the 'heart' of teaching; teachers' moral purposes, the nature of care, emotional commitment and motivation - celebrating and acknowledging the best teaching and the best teachers.

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

Download or read book Teachers Perceptions and Experience of Professional Development written by Katharine Burn and published by . This book was released on 1995 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book High School Teachers Perceptions about the Professional Development Program at Their Campus written by Geraldina Cantu Arredondo and published by . This book was released on 2001 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book International Handbook On The Continuing Professional Development Of Teachers written by Day, Christopher and published by McGraw-Hill Education (UK). This book was released on 2005-12-01 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Christopher Day and Judyth Sachs have done a remarkable job of pulling together an outstanding collection of essays on professional development that reflect its stunning diversity in different regions around the world. They have done for readers what no one else has accomplished in nearly a quarter century: Combine in a single volume a clear and concise description of professional development's past, present, and projected future internationally." Thomas R. Guskey, University of Kentucky. "an engaging text through out and can be dipped in to or read from beginning to end... The editors and authors of this book have done a great service to teachers and professional development educators worldwide" Journal of Inservice Education This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years. It provides a unique collection of regional writing from key professionals in different regions of the world, featuring: A review of current CPD literature Discussion of the politics, policies and purposes of CPD Case studies from Europe, USA, Australia, Asia, Africa and South America A synthesis of research and future research possibilities The book comprises a fascinating mix of conceptual framing, accounts of purposes and practices, case studies and analyses of best practice from a range of highly regarded writers in the field. It is an indispensable source book for policy makers and teachers at all levels of the education systems. Contributors: Beatrice Avalos, Ray Bolam, Pam Christie, Marion Dadds, Christopher Day, John Elliott, Susan Groundwater-Smith, Shirley Grundy, Ken Harley, Alma Harris, Geert Kelchtermans, Geoff Lindsay, Judith Warren Little, Agnes McMahon, Daniel Muijs, Alan Penny, Judith Robison, Judyth Sachs, Ciaran Sugrue, David Tripp

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.