Download or read book The Effects of Professional Development on Teacher Perception Change in Instructional Practice and Student Achievement written by Teri B. Evans and published by . This book was released on 2004 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Evaluating Professional Development written by Thomas R. Guskey and published by Corwin Press. This book was released on 2000 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability.

Download or read book FROM PROFESSIONAL DEVELOPMENT TO PROFESSIONAL LEARNING A PERSONALIZED APPROACH FOR TEACHERS written by Abbey L. Askew and published by . This book was released on 2021 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improvement of teacher quality has been identified as a strong factor for improving student learning and increasing student achievement. Developing teacher knowledge and pedagogy is traditionally cultivated in schools through professional development.Though professional learning is common in all schools as a core practice, the design, quality, and results of the learning are unequal and inconsistent. Common practices such as lectured presentations, "sit and get" sessions, and brief "one-size-fits-all" workshops continue to be the most prevalent professional development methods used in schools. Use of these methods facilitates neither a change in teacher behavior nor an improvement in student performance. As a best practice, teachers require ongoing, personalized professional development that is designed and aligned with the tenets of effective andragogy to develop higher-order skills that are more likely to be transferred to classroom instruction. However, there exists a disconnect between professional development practices and the effective transfer of assumed learning. This transfer is essential in order to improve teaching practices. Only subsequent to this transference will changes in teaching and learning occur. In this study, a qualitative research design was used to determine whether personalizing professional development has an impact on instructional practices and change in teacher perception of professional learning. Using a model for personalized learning, this study found that, when school leaders implement such a model, positive changes in teacher instructional practices and attitudes towards professional learning resulted.

Download or read book The Effects of Professional Development on Change in Instructional Practice and Student Achievement written by Cheryl Walton and published by . This book was released on 1998 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Professional Development in Education written by Linda E. Martin and published by Guilford Publications. This book was released on 2015-10-13 with total page 593 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards. Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.

Download or read book Transforming Professional Development Into Student Results written by Douglas B. Reeves and published by ASCD. This book was released on 2010 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: If you're tired of professional development that takes up too much time and delivers too little, then you'll appreciate this guide to effective and sustainable practices that help educators make a measurable difference for their schools and their students.

Download or read book Post professional Development Perceptions of Teachers of Research Based Instructional Practices written by Toni L. Arnold and published by . This book was released on 2010 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Science Teacher Education written by Sandra K. Abell and published by Springer Science & Business Media. This book was released on 2001-11-30 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Analysis of past developments in teacher education in Pakistan has shown that substantial progress has been made in this field. It has, however, been pointed out that education of science teachers still needs much improvement. At the present, there is an emergent need to meet the shortage of qualified science teachers and at the same time to bring qualitative improvements in the courses offered in teacher education institutions. First, we recommend that the 1-year duration of teacher preparation is grossly inadequate for all teaching courses, and should be lengthened, and the qualifications for entrance be increased. We believe that teaching must be made a graduate profession. For example, the basic qualification of primary school teachers for admission to teacher education institution should be increased. We recommend that PTC should be made a 12 + 2 year program. Similarly, CT, 12 + 3; B. Ed. , 14 + 2; B. S. Ed. , 12 + 4; M. A. Ed. , 14 + 3; and M. Ed. one year after B. Ed. or B. S. Ed. Secondly, we think the quality of instruction in teacher preparation programs should be improved. Most teachers in the teacher preparation institutions use the lecture method most of the time. Prospective teachers behave like passive listeners to their teachers. They do not participate in the teaching/ learning process. Some instructors even dictate their notes to the preservice teachers. When the teachers join schools, they behave the same way.

Download or read book Instructional Coaching Impact on Student Achievement in Elementary Reading written by Kelli B. Casper and published by . This book was released on 2021 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this convergent mixed methods research study was to determine if teacher instructional practices implemented after receiving job-embedded professional development through instructional coaching impact student reading achievement scores in an urban elementary school setting in which the school district faces the impact of poverty. In addition, this study explored teacher perceptions of the socio-economis impact on their students' acquisition of reading skills and how they teach reading as a result. The problem this study examined is reading scores in the United States have declinedd since 1998 (NAEP, 2018). However, teachers can begin to change their instructional strategies in the classroom by leveraging instructional coaches. Six teachers and approximately 125 students in third and fourth grades participated. These participants were representative of the diversity of the enrollment of all six grade levels at the school. Quantitative data was analyzed from pre- and post-assessment STAR reading GLE assessments to measure students' levels of reading. Paired-sample t-tests were also run for each demographic group to determine significance: gender, special education, limited English proficient, and Black vs. Non-Black. Qualitative data were collected through an open-ended survey from teachers. They provided feedback on their perception of the impact of socioeconomic status on their students' acquisition of reading skills and how they teach reading as a result. No statistical difference in student scores showed that teacher professional development in reading had an impact on student reading scores. Implications and recommendations included teacher professional development in reading strategies, strategies for teaching students in low socioeconomic situations, including how trauma is related in many of these situations and can affect student learning.

Download or read book Teacher Professional Development for Improving Quality of Teaching written by Bert Creemers and published by Springer Science & Business Media. This book was released on 2012-11-05 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factor was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided.

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 Professional Development on Teaching Students from Poverty Its Impact on Teachers Perceptions and Classroom Instruction written by Lucia G. Pollino and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study began with an assessment of what teachers in school district XYZ believe about the achievement gaps between students from low socio-economic backgrounds and their classmates from less disadvantaged socio-economic circumstances. A small sub-sample of teachers from this district received intense professional development on teaching students from poverty. Their perceptions about teaching students from poverty were examined, as well as their classroom instruction to determine if changes had occurred in their beliefs and classroom instruction practices. Survey responses were solicited from all district teachers. A small group received the professional development and the remainder of teachers did not receive the professional development. Both groups were surveyed two times. Those who received professional development were also interviewed and their classrooms were observed to see if the recommended instructional strategies were implemented. The professional development changed the participating teachers' perceptions on the need for providing staff training to properly address the needs of the schools' diverse population. The professional development (PD) changed the teachers' perceptions on holding students accountable no matter what their situation. The PD group recognized that teachers can be considered a cause of the achievement gap by having low teacher expectations and not providing the appropriate classroom instructions to meet economically disadvantaged students' needs. The PD group also recognized that they, along with their schools can provide solutions to the achievement gap.

Download or read book Changing Expectations for the K 12 Teacher Workforce written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2020-06-10 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success. Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the workplace and in-service professional development.

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.

Download or read book Teacher and Student Perceptions of Differentiated Instruction and Its Effect on Student Achievement written by Angela Ann Adams and published by . This book was released on 2020 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of professional development focused on differentiated instructional strategies on teacher and student perceptions of inclusion classrooms and the change in student achievement following the professional development. The findings of this research reflect that teacher perceptions of teaching inclusion classrooms where students of varying academic abilities improve following a professional development that focuses on strategies to differentiate environment, process, content, and product. Student perceptions regarding preferred differentiated instructional strategies used in the classroom showed no significance preference towards one strategy which supports the work of researcher Carol Ann Tomlinson that says best practice is to individualized instruction to student learning styles and preferences. When analyzing student achievement data between the control year and treatment year, there was a significant change in student achievement in the inclusion classrooms following the professional development.

Download or read book The Relationship Between Teachers Instructional Practices Professional Development and Student Achievement written by Denise M. Hoge and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The power of an effective teacher has been recognized for years. The teacher in the classroom has the greatest influence on student learning and achievement. This basic premise has been forced to the forefront of educational debate because the measurement of student learning and achievement is tied to state, national, and international assessments and American students are not at the top. If students are not performing well, then teachers must be responsible. The purpose of this study was to analyze how teacher instructional practices and teacher involvement in professional development are related to student achievement on the Nebraska State Accountability Mathematics Test (NeSA-M) during 2014. This study examined the variable of student achievement related to the variables of teacher practices in instuction and professional development. There were statistically significant relationships between teacher instructional practices and student achievement on the NeSA-M. Five instructional practices were statistically significant when examining student achievement. The results showed only two indicators, expanding mathematics practice for enrichment on a computer and setting different goals for individual students, had a positive impact on student achievement. Three other instructional practices showed a negative impact of NeSA-M test scores. The variable of professional development was analyzed for both topics and format. None of the professional development topics showed a statistically significant impact on student achievement on the NeSA-M test. Three of the indicators in professional development formats was statistically significant and only one of these, consulting with a subject specialist, had a positive relationship with student achievement. This study suggests that a carefully aligned curriculum must be implemented with fidelity to expect teachers to have a positive impact on student achievement. This study further suggests that different instructional practices can help students to achieve in mathematics. This study suggests that professional development has the potential to positively impact student achievement, but close supervision of the implementation of newly learned skills may be necessary to receive the greatest benefit.