Download or read book The Impact of Blended Professional Learning Focused on Total Physical Response Storytelling TPRS on Teacher Perceptions and Practices written by April DeBord and published by . This book was released on 2019 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Professional learning plays an integral role in every educator’s career. Studies show that traditional workshop professional learning in a one-round session without follow-up training is not effective (Ball & Cohen, 1999), yet this type of professional learning still comprises the bulk of professional development offerings. This study sought to discover the impact of providing blended professional learning with coaching on teacher perception, teacher knowledge, classroom practice, and student learning. Participating instructors from various Grades 9-12 backgrounds received asynchronous virtual training in the TPRS® method and Marzano’s (2004) vocabulary learning strategies. The training was delivered via the Canvas Learning Management System. The researcher then provided synchronous face-to-face coaching helping teachers plan lessons and assessments utilizing the new methods. The teacher measured student learning with pre and postassessments before and after the course. The researcher’s findings indicated teacher perceptions of the blended learning design were overwhelmingly positive. Teacher knowledge of best practices in vocabulary instruction increased, and their students grew and became more engaged with the class content. Teachers described their classroom instruction of vocabulary transformed from boring and lifeless to connected, personalized, and exciting. As teachers grew so did their students’ learning. The researcher utilized the paired samples t test to analyze 46 pairs of student growth scores from before teachers participated in the course and after teachers participated in the course. The results indicate with a high level of confidence that student posttest results will improve after teachers participate in the Blended Learning with Coaching Course on TPRS®.

Download or read book The Impact of Blended Learning on Teacher Practices and Student Learning written by Teresa Leporace-Carboy and published by . This book was released on 2016 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teachers' perceptions and practices regarding the use of blended learning as an instructional strategy and its impact on student learning and teaching practices. Fifty-one K-12 teachers who utilized blended learning participated in this study. Data was collected through the use of an online survey, open-ended questions, as well as through face-to-face interviews with 8 participants. The study identified (1) teachers' perceptions related to the impact of blended learning on student learning; (2) teachers' perceptions related to the impact of blended learning on teaching practices; and (3) teachers' perceptions related to their preparedness to teach in a blended learning environment. The results suggested that the participating teachers agreed that blended learning positively impacts student engagement, focus and attention, student motivation, individualized instruction, and opportunities for students to collaborate. Furthermore, the results of this study also revealed that teacher participants believed that blended learning positively influenced their teaching practices with opportunities to individualize and differentiate instruction, student feedback, technology enhanced lessons, time in planning lessons, and opportunities to monitor and adjust student learning. This study also acknowledged that support from building leadership, opportunities to collaborate with peers, and on-going and systematic professional development affected the success of students in a blended learning environment. The findings from this research revealed that teachers recognized a strong utility of blended learning as an instructional strategy, primarily in providing insight into student learning, teaching practices, and professional development.

Download or read book Total Physical Response Storytelling TPRS written by Alexander Honorat Rapstine and published by . This book was released on 2003 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Power Up Blended Learning written by Catlin R. Tucker and published by Corwin Press. This book was released on 2018-08-17 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an actionable framework for leaders looking to implement a long-term professional learning plan that extends professional development beyond a handful of days each year to create a “coaching culture” that supports teachers as they move toward blended learning. Blended learning expert Catlin Tucker provides tools and resources for embedding professional learning into your school’s culture, including: Coaching protocols Templates for feedback Lesson planning resources for blended learning Rubrics for evaluation Stories and tips from blended learning coaches Vignettes from teachers who have successfully shifted to a blended learning model Reflection questions for leading book studies

Download or read book The Essential Blended Learning PD Planner written by Stepan Mekhitarian and published by Corwin Press. This book was released on 2021-03-01 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: Foreword by Michael Fullan. "One of the best new Professional Development books." -BookAuthority Drive student learning with the best of both worlds! Transition back to school with a comprehensive PD plan that leverages the best of distance learning and classroom instruction. Distance learning, despite its myriad challenges, has spotlighted innovative instructional practices and created an opportunity to fundamentally rethink how the traditional classroom works. In this timely, crucial book, Dr. Stepan Mekhitarian constructs a framework for a task force of teachers and leaders to establish an effective blended learning program that capitalizes on the capacity and skills teachers have built while teaching remotely. An innovative blended learning model effectively implemented across school systems will positively impact equity and access for all students. In addition to Blended Learning for Social Justice sections, readers will find • Ideas for Professional Development sessions for sharing strategies and topics with teams • Distance Learning vs. Blended Learning sections to help transition various strategies between environments • Figures, templates, and tech tips to aid in implementation Learn how to create a powerful learning experience for students that fosters collaboration, engagement, and rigorous learning experiences by combining instructional technology and the best of traditional classroom practice.

Download or read book The Role of Professional Learning in Improving Trauma informed Teaching Practices written by Elizabeth Mary Atwood-Daley and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Trauma-informed teaching practices in schools may prevent a mental illness from becoming a regular part of a child's life and lead to a more successful school experience (Cavanaugh, 2016; Underwood & Washington, 2016). When teachers have quality professional learning opportunities provided to them it can change how they think, act, and respond to students with trauma (Sporleder & Forbes, 2016). This study examined teachers' perceptions of trauma-informed professional learning they received and its impact on their daily practices and student outcomes. Participants were public school teachers in a small suburban town in Connecticut. The theoretical foundation for this research was based on a conceptual framework developed by Desimone (2009) that identified core features of effective professional development that are associated with changes in knowledge and practice. A survey (N = 50) was used to collect data on the amount of trauma-informed professional learning teachers received, along with the types and topics of professional learning, and their perceived outcomes. Semistructured interviews (N = 6) were then conducted to provide more in-depth information about teachers' insights on trauma-informed professional learning and practices. The results showed that most teachers who participated in the study had at least one professional learning opportunity in trauma and a large percentage had at least two to four experiences, which covered various topics important to trauma-informed learning. Results also showed that teachers perceived trauma-informed professional learning as important and having a positive impact on students' social-emotional functioning. Further examination of survey and interview data found that teachers reported the professional learning they engaged in provided content-focused teaching and active learning, but was lacking in collaborative experiences and duration. This study lends itself to growing research that demonstrates the need for educational leaders to understand how providing trauma-informed professional learning can benefit their schools. It also can guide leaders on how best to design and implement quality professional learning that provides teachers with the knowledge, skills, and support they need to help support a growing population of children with trauma.

Download or read book Transforming K 12 Rural Education Through Blended Learning written by Paula Kellerer and published by . This book was released on 2014 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning (iNACOL) collaborated in interviewing, transcribing and analyzing responses from rural Idaho teachers on their perspectives of blended learning. Nineteen teachers were randomly selected to participate in the study based on the knowledge that they had participated in blended learning training provided by IDLA and were actively using blended learning in their classrooms. Eight teachers consented and participated in the semi-structured interview process conducted by members of the iNACOL Research Committee. The study sought to solicit teacher perceptions related to the following three questions: (1) What is your understanding of blended learning; (2) How has blended learning changed the way you teach; and (3) How has blended learning changed your students? Researchers at NNU's Doceo Center evaluated and analyzed the results of participants' responses. Eight significant themes emerged from the analysis, with the most frequently reported theme related to an increased level of student engagement in blended learning classrooms. Other significant themes related to teacher perceptions of students' experiences in the blended learning classroom included a more personalized learning environment, the ability for students to be self-directed, the opportunity for students to create their own pace, and increased levels of student motivation. Significant themes emerged related to the teaching experience in the blended learning classroom. Teachers confirmed the role that blended learning plays in cultivating a student-centered environment, describing their role as facilitators of learning. In addition, teachers spoke to the importance of professional development in improving their quality of experience in implementing blended learning. Finally, teachers shared personal stories about the significance of just starting, of diving into the experience of creating blended learning classrooms. Results from this study were compared to a previous study conducted in Idaho (Werth, Werth, & Kellerer, 2013). Conclusions from this study supported many of the conclusions from the previous study including the positive impacts on students in the areas of motivation, student engagement, personalized learning and self-directedness. In addition, several of the themes reflect the positive benefits of blended learning on teachers as well, including an increased level of self-efficacy after "jumping in" and being able to meet the needs of individual students. "IDLA Blended Teaching Study- Interview Protocol" is appended.

Download or read book A Pilot Study Comparing Total Physical Response Storytelling with the Grammar translation Teaching Strategy to Determine Their Effectiveness in Vocabulary Acquisition Among English as a Second Language Adult Learners written by Ruben Castro and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study evaluated the effectiveness of Total Physical Response Storytelling (TPRS) compared to the Grammar-Translation approach for acquiring and retaining new vocabulary in an English as a Second Language (ESL) class. The subjects were adult Hispanic learners with limited literacy."--The abstract

Download or read book Effective Blended Learning for Post secondary Learners written by Maha Telmesani and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined instructors' perceptions of teaching practices and their experiences teaching blended learning at the University of Manitoba. Using in-depth interviews,this study (a) explored instructors' teaching practices and their experiences teaching using blended learning in higher education, (b) examined the extent to which elements of the community of inquiry framework (designed along social constructivist learning principles) were incorporated into instructors' approaches, and (c) examined which learning theories influenced the teaching of blended learning courses at the university of Manitoba as well as their impact on effective instruction and learning in higher education contexts. The study revealed that instructors found convenience, accessibility, and cognitive flexibility to be some of the main benefits of blended learning for learners. Instructors adopted the underlying principles of social constructivism. In their teaching, they focused on several issues, including their complex role as instructors. This role included enhancing the learning experience through the use of the online component of the course, understanding the learner and appreciating their experience, being present, and creating a collaborative and engaging learning environment. The instructors expressed the need for institutional and technological support, as well as professional development. Suggestions for university instructors included pre-planning, considering learners and their experiences, creativity, flexibility and perseverance, and attending training sessions/workshops. Students were advised to put more effort into being open and self-directed,investing in their learning experience, and adopting a positive attitude.

Download or read book Educators Perceptions of Training for Blended Learning and Its Impact on Student Engagement written by Theresa Tyus Mitchell and published by . This book was released on 2021 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study was designed to investigate educators' perceptions of professional development in relationship to non-traditional learning experiences for both faculty and students. Participants included Grades 6-12 public school teachers who were employed by a school district which incorporated blended and cyber learning into its course of study and embraced technology through a one-to-one initiative. Forty-six teachers participated in a researcher-designed online survey consisting of four demographic questions, 20 Likert-scale statements, and six open-ended questions. Seven teachers voluntarily participated in a follow up interview which allowed the researcher to collect data through six questions, aligned to three research questions. Teachers concurred that district-led training opportunities were effective in responding to the needs of teachers and their students. However, teachers maintained that blended learning does not necessarily provide a higher level of student engagement than traditional learning environments. Teachers emphasized the importance of developing effective engagement strategies to ensure that the internet does not act as a distraction within the classroom. While teachers had varied perceptions in regard to the practice of blended learning, findings indicated that aspects of blended learning, such as gaining communication skills and exploring career options, played a significant role in students' future success.

Download or read book Effects of Total Physical Response Storytelling Versus Traditional Versus Initial Instruction with Primary Reinforced by Secondary perceptual Strengths on the Vocabulary and Grammar Italian language Achievement Test Scores and the Attitudes of Ninth and Tenth Graders written by Melissa Perna and published by . This book was released on 2007 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Blended Instruction on Student Achievement and Teacher Perceptions written by Darius J. Penikas and published by . This book was released on 2019 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perceptions of Blended Learning and Its Relationship to Standardized Test Scores in Elementary Grades written by Tina Pompa-Wagner and published by . This book was released on 2017 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed methodology study was to gather the perceptions of teachers using a blended or hybrid learning approach within the elementary classroom in regards to the motivation, engagement, personalization, and achievement of students, as well as which model of blended learning teachers deemed most effective. Data were collected in the form of surveys, open response questions, personal interviews, and archival Pennsylvania System of School Assessment (PSSA) data. Thirty-four teachers partook in the survey, and seven teachers participated in personal interviews. Four school districts located in the Commonwealth of Pennsylvania were included in this study representing rural and suburban areas in the state. Results indicated teachers perceived blended learning to be more engaging and motivating than traditional instruction. The ability to personalize instruction for various learners was perceived by teachers to be a benefit of the pedagogy. Although teachers perceived blended learning to have an impact on student achievement, most were unsure if a relationship existed between the use of blended learning and standardized test scores. Although not a correlational study, the percentage of students who scored proficient or higher on the mathematics portion of the state standardized tests increased after a blended learning model was implemented. Similarly, the percentage of students who scored proficient or higher on the English language arts portion of the PSSA showed a slight increase after a blended learning model was used. When surveyed, teachers perceived the Station Rotation model as the most beneficial blended learning model used in the elementary grades. Based on teacher perceptions, school districts may wish to pursue further research on the benefits of blended learning in the elementary setting.

Download or read book The Impact of Leadership Support for Blended Learning on Techers and Students written by Michelle Bodden-White and published by . This book was released on 2015 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examined the relationship between teachers’ perceptions ofleadership support for their use of a blended learning approach to teach math in fourth or fifth grade and their use of blended learning. The study also examined teachers’ perceptions ofleadership support for incorporating blended learning and student engagement. This study was undertaken to provide insight into teachers’ perceptions of leadership support for the incorporation of blended learning as well as their perceptions of leadership support and student engagement. Current research exists on the efficacy of blended learning atthe elementary school level, leadership supports for blended learning, and relationships between student engagement and technology. Understanding teachers’ perceptions of what is helpfuland/or supportive can assist leaders in their efforts to effectively expand the incorporation of blended learning in the classroom.Quantitative data was collected through a survey of 230 elementary schools n the New York City Department of Education. A total of 178 teachers responded to the survey. Findings included a positive correlation between the number of blended lessons taught per week and teachers’ perceptions of leadership support for blended learning. Additional findings included positive correlations between student engagement and specific leadership actions to support blended learning. The study showed that when teachers perceived the leader supports blended learning, they used blended learning. Additionally, there was a relationship between leaders’ actions to support teachers’ use of blended learning and student engagement in the classroom.

Download or read book A Multiple Case Study written by Mary A. Klinger and published by . This book was released on 2013 with total page 566 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advisor: John Gould.

Download or read book Educator Perceptions During Implementation of Blended Learning written by Beth Ann Cooper and published by . This book was released on 2018 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Implementation of blended learning in K-12 education advanced rapidly without significant research to guide leaders in decision making and planning. Studying blended learning through the Implementation Stages framework developed by the SISEP Center allows educators to evaluate best practices for implementing this innovative instructional strategy and to determine necessary components for scaling the model. This qualitative case study at a Texas public high school offers a view of educators’ perceptions during the implementation of The University of Texas at Austin High School’s digital curriculum in a blended learning pilot. Three research questions drive this study: (1) What are educators’ perceptions of blended learning during installation and initial implementation stages? (2) How do educators define student success during blended learning implementation stages? (3) In which areas can educators’ perceptions during installation and initial implementation of blended learning inform district decisions regarding full implementation? The study incorporates a qualitative methodology built from a constructivist approach, recognizing the value of individuals’ meaning making processes to form a collective picture. Three data sources consisted of surveys, interviews, and document reviews. An organized process to code information into themes generated areas for focus while answering each research question with rich, thick description. The findings showed that educators discussed four key themes when reflecting on the blended learning implementation including (a) training and support, (b) aligned goals; (c) educator access; and (d) personnel and mindset. They revealed four themes for ways of defining student success consisting of (a) mastery of core standards; (b) student access; (c) learner personalization; and (d) 21st century skills. Four integrated themes emerged to guide district leaders in decision-making processes to determine whether to move forward with full implementation of the pilot project. These areas for focus include (a) power of the people; (b) aligned integration; (c) personalization pursuits; and (d) blended bandwagon. Although the case study district chose not to scale the pilot project to full implementation, the case offers insight into the processes and areas for focus in decisionmaking and guiding future research in the area of implementation of innovative programs and blended learning

Download or read book Where Have All the Textbooks Gone written by Tony Read and published by World Bank Publications. This book was released on 2015-07-22 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: This World Bank report is a rich compilation of information on teaching learning materials (TLM) in Africa based on the extensive and multi-faceted experience of the author's work in the education sector in Africa. The study examines a wide range of issues around TLM provision including curriculum, literacy and numeracy, language of instruction policy, procurement and distribution challenges, TLM development and production and their availability, management and usage in schools. It also looks at the role of information and communication technology (ICT) based TLMs and their availability. The study recognizes that improved TLM system management is a critical component in achieving affordable and sustainable TLM provision for all students. This study, which draws from more than 40 Anglophone, Francophone, Lusophone, and Arabic-speaking countries will be particularly useful for policymakers, development partners, and other stakeholders attempting to understand the wide range of issues surrounding the complexity of textbook provision in Sub Saharan Africa.