Download or read book Teachers Perceptions of the Impact of Professional Development on Teaching Practice written by Nurul Aini Aminudin and published by . This book was released on 2012 with total page 236 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 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.

Download or read book Continuing Professional Development for Teachers written by Peter Neil and published by Psychology Press. This book was released on 2003 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Download or read book Revisiting Professional Learning Communities at Work written by Richard DuFour and published by Solution Tree Press. This book was released on 2009-11-01 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 10th-anniversary sequel to the authors’ best-selling book Professional Learning Communities at WorkTM: Best Practices for Enhancing Student Achievement merges research, practice, and passion. The most extensive, practical, and authoritative PLC resource to date, it goes further than ever before into best practices for deep implementation, explores the commitment/consensus issue, and celebrates successes of educators who are making the journey.

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.

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.

Download or read book Student Feedback on Teaching in Schools written by Wolfram Rollett and published by Springer Nature. This book was released on 2021-08-12 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. “This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.” John Hattie

Download or read book Teacher Perceptions of Change written by Jennifer L. Katzin and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teachers' perceptions of change impacted by the Network for Educator Effectiveness teacher evaluation system as presented by the University of Missouri. The study gathered teachers' perceptions of the impact NEE had on their teaching, specifically noting changes in teaching practice. This information served as an evaluation of the program and will be used to guide its further development. The study was guided by the following research questions. What are teachers' perceptions of change impacted by the Network for Educator Effectiveness based on the framework presented by Kim Marshall? Specifically, what changes have been made as a result of the mini-observations, unit of instruction evaluation, professional development plan, and student survey data? Data for the study was collected through focus group interviews and surveys. The population included two small southwest school districts in Missouri that had implemented the NEE system. An interpretive analysis of data was done to make the following conclusions. The mini-observation piece has affected the most change in classroom instruction. The unit of instruction evaluation, professional development plan and student survey data have affected little change due to incomplete or improper implementation. It is recommended that the NEE system continue with further implementation to see a greater effect on change.

Download or read book Teacher Professional Learning in International Education written by Ly Thi Tran and published by Springer. This book was released on 2017-12-01 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the impact of internationalization, student mobility and transnational workforce mobility on the changing nature of teacher work and teacher professional learning in the Vocational Education and Training (VET) sector. Derived from a three-year project funded by the Australian Research Council across more than 30 VET and HE institutions, this is the first book that explores teacher professional learning in international education. The authors address how teachers position their professional responsibilities and learning in relation to the institutional structure, internationalization agenda and policy fields in which their profession is embedded by drawing on both empirical evidence and key concepts and models of teacher professional learning. This pioneering text provides international education and VET policy makers, practitioners, educators and researchers with unique insights and practical implications for enhancing teacher professional learning and capabilities in international education.

Download or read book Professional Development Practices and Teachers Perceptions of Classroom Impact written by Coletta Parsley and published by . This book was released on 2006 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Professional Development on Teachers Perceptions and Practices Regarding Inquiry based Science written by Kelly Stellmach Castillo and published by . This book was released on 2015 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: With California's adoption of the Next Generation Science Standards (NGSS), science teachers will need to shift from more traditional content driven curricula to an inquiry-based pedagogy. For many science teachers, this is a paradigm shift as inquiry-based teaching is typically not the norm. The purpose of this mixed methods study is to examine the extent to which two innovative professional development (PD) programs impact secondary level science teachers' perceptions and practices regarding the implementation of inquiry-based science. Survey data was collected from both Immersion PD and Workshop PD participants over the course of three years. Further, focus groups were conducted with participants from both programs in the summer of 2014 along with follow up interviews and artifact analysis in the fall of 2014. Findings from this study suggest that innovative forms of PD, particularly those involving clinical teaching, as well as those that spanning multiple years, produce changes in teachers' thinking about and teaching of science.

Download or read book Tenured and Non tenured Teacher Perceptions of the Impact of District Designed Professional Development Courses on Classroom Practice written by Joan Wrobleski Whitman and published by . This book was released on 2013 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designers of professional development training often presume that teachers are able to apply new concepts classroom practice, but fail to include teacher voice, provide systemic follow-up, collegial support, and evaluation (Guskey, 2002; Joyce & Calhoun, 2010; McAdams, 2007). The study investigated differences between new, non-tenured and experienced, tenured teacher perceptions of the impact of one or more graduate courses offered through a school district designed professional development program. Participation was voluntary for experienced teachers and mandatory for new teachers. The study also explored teacher perceptions of impact on classroom practice based on Guskey's (2000) Five Critical Levels of Professional Development Evaluation. This case study utilized mixed methods and included a researcher-generated survey and three focus groups. The sample was comprised of prek-12 teachers from a Midwest, urban school district. Teachers revealed their perceptions of impact on classroom practice by identifying one or more researcher-generated Impact Statements linked to each course. The study concluded that teachers perceived only one graduate course had a significant impact on classroom practice. Tenured teachers reported course topics and activities related to their learning needs but did not impact classroom practice. Non-tenured teachers concluded that the graduate course topics were similar to the undergraduate level, should not be mandatory, and did not meet the professional needs of new teachers. Teachers also evaluated course impact in relationship to Levels 1 and 2 of Guskey's (2000) Five Critical Levels of Professional Development Evaluation, but not sufficient to impact change in classroom practice and student learning. The implications of the study suggest the need for prek-12 organizations to address learning needs according to tenure and engage teachers and adminstrators as collaborative partners in the design, implementation, and evaluation of professional development. Professional development would have greater value if school district efforts included research-designed models, such as Guskey's (2000) and Joyce and Showers (1987), which purposefully focus on the transfer of knowledge and skills from the workshop to the workplace. Moreover, the credibility of school leaders would improve if they assumed an active role in learning with teachers and providing resources necessary to change teacher practice to impact student outcomes.

Download or read book Feed the Starving written by Chessica Cave and published by . This book was released on 2013 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: A mixed method, sequential explanatory approach provided insights regarding critical issues relating to K-12 professional growth and development as well as understanding the effect upon their teaching practices and student achievement. The population of this study consisted of a convenience sample that contained a regional group of educators from five states: Georgia, Kentucky, North Carolina, Tennessee, and Virginia. The quantitative part consisted of the survey to determine teachers' perceptions regarding professional development upon daily instruction, student achievement, annual performance evaluations, teaching and learning. For the qualitative portion of the study, the researcher collected data through in-depth interviews consisting of 10 participants from the initial sampling group. Through analysis of the data, educators perceived four major themes of professional development as most beneficial: teacher-led professional development, new techniques and strategies learned through effective professional development, professional development that was grade-level or content specific, and lifelong learning modalities.

Download or read book An Examination of Changes in Teachers Attitudes Teaching Practice and Perceptions Toward Student Achievement as a Result of Professional Development in Arts Integration written by Betty Jean Spencer-Chapman and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many schools, nationally and internationally, have embraced arts integration as an effective instructional tool to increase students' ability to acquire and retain information. Schools and school systems that embrace the integration of the arts into the core curriculum for grades 6-8 must provide professional development activities to assist their staff in the implementation of arts integration (McDonald & Fisher, 2002; Snyder 2001). The arts contribute to student achievement in many ways-- student engagement, motivation, and social skills (Catterall, 2002). Teachers, who effectively integrate the arts enjoy, increased student cognitive skills, participation, and attendance (Catterall, 2002; Horowitz, 2005; Rooney, 2004; Stevenson & Deasy, 2005). The integration of the arts provides an enriched learning and teaching environment where teachers facilitate meaningful and engaging activities that increase student achievement. The purpose of this research study was to identify changes in teachers' attitudes, teaching practice and perceptions towards student achievement as a result of their participation in professional development activities related to arts integration. The data was analyzed to determine if there was a correlation between primary subject matter taught, total years of teaching experience, years at current school and frequency of attendance at cultural events, and teachers' willingness to integrate the arts in their classroom. For the purpose of this research such an impact was studied using the Changing Education Through the Arts program (CETA) professional development program model. Arts Integration Impact Survey (AIlS) was developed to examine changes in teachers' attitudes, teaching practice, and perceptions towards student achievement as a result of their participation in professional development related to arts integration. It was expected that the survey would reveal pertinent information in these areas. Descriptive statistics, including frequency and percentages of responses distributions, means, and standard deviations, were used to report the profiles of participants and to provide a comparative representation of the findings for the research questions. Descriptive statistics also included bivariate correlations; multiple linear regressions were used to assess the relative value of each to the independent variables explicated in hypothesis 6 in accounting for the variance in teachers' perceptions of the impact of arts integration on students' achievement. A probability level of p

Download or read book Systemic Stakeholder Driven Sustained written by Anna Theresa Perry and published by . This book was released on 2010 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The value of professional development continues to be emphasized on educational and governmental levels. Even as this study was being conducted, the U.S. Department of Education launched a $4.35 billion dollar grant that includes improving teacher effectiveness as a core component of the grant's purpose. While the importance of the professional development of educators is clear, what is less clear is the type of professional development that transforms teaching practices and positively impacts student outcomes. Evaluations of professional development programs are critical in identifying ways to impact teacher practice and ultimately student outcomes. Guskey (2000) provides a model for evaluating professional development that includes five stages of information collection. The purpose of this study was to evaluate a professional development initiative in one large school system in North Carolina by applying Guskey's model to examining specific elements of the initiative, surveying teacher and administrator perceptions of the initiative, and analyzing trends in student outcomes that occurred during the six year period the initiative was implemented. A mixed methodology approach combining quantitative and qualitative methods was used. Electronic survey responses from 2,309 teachers and administrators were analyzed quantitatively using frequency distribution statistics, as well as the Fisher's exact test to analyze the relationship of responses between teachers and administrators. Additionally, trends in proficiency student outcome data as well as trends in AYP status were examined during the period the professional development initiative was implemented in the school district. For the qualitative data, open-ended survey responses from 77 principals were analyzed using frequency distribution statistics. This study corroborated the finding from other research studies in the professional literature that indicate the difficulty of linking professional development to student outcomes. The results of this study also support the literature suggesting that specific elements must be present in order for the professional development to be translated into teaching practice. This study has many implications for school leaders as they plan professional development initiatives. Recommendations for planning, implementing, and evaluating, professional development initiatives are included.