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 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 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 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 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 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 Caught in the Action written by Ann Lieberman and published by Teachers College Press. This book was released on 2001-04-27 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because what we do in staff development can best be understood in terms of Contexts, Strategies, and Structures, the remainder of the book features distinguished educators who write from their own unique experiential and theoretical stances. Jacqueline Ancess describes how teachers in New York City secondary schools increase their own learning while improving student outcomes • Milbrey W. McLaughlin and Joel Zarrow demonstrate how teachers learn to use data to improve their practice and meet educational standards • Lynne Miller presents a case study of a long-lived school, university partnership • Beverly Falk recounts stories of teachers working together to develop performance assessments, to understand their student’s learning, to re-think their curriculum, and much more • Laura Stokes analyzes a school that successfully uses inquiry groups. There are further contributions (including some from novice teachers) by Anna Richert Ershler, Ann Lieberman, Diane Wood, Sarah Warshauer Freedman, and Joseph P. McDonald. These powerful exemplars from practice provide a much-needed overview of what matters and what really works in professional development today.

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 Teachers Perceptions of how Professional Learning Communities Impact Their Professional Practices written by Angela Maria Mitchell and published by . This book was released on 2014 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: "With an increased focus on school accountability for students' test scores and achievement, professional learning communities are a viable solution to improving learning outcomes for students. The purpose of this study was to examine high school teachers' perceptions of the influence of professional learning communities on teachers' instructional practices, their learning through professional development, and student achievement"--Leaf iii.

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 138 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 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 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:

Download or read book Action Research written by Kenneth Alan Williams and published by . This book was released on 2007 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of Their Professional Experiences Within a Professional Development School PDS Partnership and Their Attitudes and Ideas about the Effectiveness of a Partnership written by Bernadette Wan-Lan Wo and published by . This book was released on 2005 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Closing the School Discipline Gap written by Daniel J. Losen and published by Teachers College Press. This book was released on 2015 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund

Download or read book Teachers Perceptions of Professional Development written by Randolph G. Lamb and published by . This book was released on 2013 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers as Learners written by Vivienne Collinson and published by Austin & Winfield Publishers. This book was released on 1994 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study of six exemplary teachers who manage to excel while working in urban districts and schools with high student and teacher turnover, linked to problems of violence, provides a compelling model for the renewal of schools. What are exemplary teachers' beliefs about teaching and learning? How do exemplary teachers self-renew personally and professionally? Which personal and contextual factors enable and/or constrain their renewal? What are their visions for improving professional development for teachers? Signaling the importance of teachers' education as a continuous, career-long process enhanced by fostering dispositions and structuring contexts that support teachers as learners, this qualitative study will interest school teachers and administrators alike. "This holistic call for teacher education presents an essential and powerful challenge for educators." -Professor Xu Di, The University of West Florida.