Download or read book The Impact of Blended Professional Learning on Teacher Self efficacy written by Sonia Hood and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to examine the impact of blended professional development on teacher efficacy. The variables hours of blended learning, subjects taught, and years of experience were investigated. Additionally, teacher efficacy was analyzed across domains of student engagement, instructional practices, and classroom management. Multiple regression analyses were conducted, and the Teachers' Sense of Efficacy Scale was administered to 112 teachers to investigate the following research questions: (a) What is the relationship between teachers' self-efficacy and blended professional learning? (b) Is teacher efficacy influenced by the amount of time spent receiving blended professional learning, by the years of teaching experience, and by the subjects taught?Through analysis of the TSES, high efficacy scores were found across subscales of student engagement, instructional practices, and classroom management. Multiple regression analysis did not reveal significant findings that resulted in statistical significance. Recommendations and implications for future research includes development of protocols and guidelines for professional learning that support collaborative, teacher-centered practices that support enhanced efficacy.
Download or read book A Personal Professional Learning Cohort Cultivating a Community of Practice to Lead School District Change written by M. Elizabeth Azukas and published by . This book was released on 2018 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effectiveness of the community of practice model in providing professional development to improve K-12 teacher’s knowledge, skills, self-efficacy with regard to the implementation of personal learning. The study also examined the extent to which the community created value for individuals and the organization. The study employed two theoretical frameworks: Bandura’s theory of self-efficacy and Wenger’s communities of practice. The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development program focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews. The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization.
Download or read book How Professional Development in Blended Learning Influences Teachers Self Efficacy written by Carlos Andres Macias Abello and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Critical Perspectives on Teaching Learning and Leadership written by Mathew A. White and published by Springer Nature. This book was released on 2020-09-17 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses the significant problems that can arise for pre-service teachers, teachers and school leaders who are unprepared for the complexities of 21st century teaching. It focuses on major factors impacting teacher preparation during an era of significant change, including student learning, academic growth, classroom practice, and the efficacy of teachers. In turn, the book considers crucial aspects that can enhance educational outcomes and investigates questions including what impact the changing nature of teachers’ work has on teacher preparation; how educators can evaluate blended learning; and what impact teachers have on learners. This book provides evidence-based approaches that can be used to achieve a positive impact on education and narrow the gap in contemporary and emerging global topics in education.
Download or read book Blended Learning written by Anthony G. Picciano and published by Routledge. This book was released on 2021-09-28 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: Blended Learning: Research Perspectives, Volume 3 offers new insights into the state of blended learning, an instructional modality that combines face-to-face and digitally mediated experiences. Education has recently seen remarkable advances in instructional technologies such as adaptive and personalized instruction, virtual learning environments, gaming, analytics, and big data software. This book examines how these and other evolving tools are fueling advances in our schools, colleges, and universities. Original scholarship from education’s top thinkers will prepare researchers and learning designers to tackle major issues relating to learning effectiveness, diversity, economies of scale, and beyond.
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 Online Professional Development written by John D. Ross and published by Corwin Press. This book was released on 2011-06-13 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Much-needed direction for navigating online professional development Although many educators are on the fast track to embracing online professional development (OPD), choosing the best solution is not as simple as pushing a button. OPD expert John D. Ross′s practical framework will guide you through asking the right questions and making sound development and purchasing decisions. The book′s process is founded on proven principles of professional learning and instructional design. You will benefit from others′ experience and expertise while efficiently charting a cost-effective course to success. This reader-friendly guide provides a path to answering these fundamental questions: Why online professional development? How much does it cost? How do I get started? What does high-quality online learning look like? What technologies are right for me? How do I put it all together? Did it work? Included are an OPD decision matrix, a step-by-step planning and implementation framework, "buyer beware" guidelines, and real-life case studies from successful OPD providers. Whether you want to purchase or create OPD, this time-saving resource will help you understand your financial options and confidently chart your course to success.
Download or read book The Influence of Professional Learning Communities on Teacher Efficacy and Advanced Placement Practices written by Kenneth Stefan Lawrence and published by . This book was released on 2017 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the general public demands more accountability on behalf of schools, educators struggle to meet rising minimum standards. In an effort to address these expectations and search for ways to improve, educators consider applying a professional learning community (PLC) practice, which centers on the improvement of teaching and learning. While traits of professional learning communities are documented in the literature, little is known about how the model affects both teacher efficacy and the classroom practices of Advanced Placement (AP) teachers. The purpose of this study is to determine the influence a PLC has on the efficacy of the teachers participating, as well as the AP English exam scores of those teachers' students. Action research will drive this project in an attempt to answer the following research questions: 1. How is teacher self efficacy influenced by participation in a PLC? 2. In what ways do teachers engage in the process of collective learning through a PLC? 3. How does participation in a PLC affect teacher practices in AP classrooms? The researcher employed a mixed methods approach. A survey instrument and student exam scores were used to gather quantitative data. Qualitative data in this study consists of pre and post interviews with participants and researcher observation notes.
Download or read book A Survey of Teachers Regarding Current Implementation of Blended learning Best practices written by Brandon D. Smith and published by . This book was released on 2014 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was completed to find if there were significant differences in the level of conceptual familiarity of blended learning, the level of technological self-efficacy, and the level of implementation of blended learning best-practices between teachers who have Master's degrees and teachers who do not have Master's degrees. The level of teacher education was used as the independent variable to divide the group and be able to perform cross-tab contingency calculations using Chi-Square to search for significant differences. The only significant difference found in the research was in the level of technological self-efficacy of the teachers. It appears the higher the level of education of a teacher, the higher their level of technological self-efficacy. The level of education of a teacher does not however appear to impact their level of conceptual familiarity with blended learning, or the implementation of identified blended learning best-practice components. The sample size for this study was small, so the results should be reviewed with the understanding that the data could be invalid. More research on the subject needs to be done to produce legitimate conclusions.
Download or read book Adolescence and Education written by Frank Pajares and published by Information Age Pub Incorporated. This book was released on 2000-09-05 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Devoted to understanding and enhancing the education of adolescent students, this title covers areas including: the social structure of the American high school; social relationships and school adjustment; motivation in adolescence; race and gender influences on teen parenting; and school violence.
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 Transforming Curriculum Through Teacher Learner Partnerships written by Nair, Pradeep and published by IGI Global. This book was released on 2020-12-11 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: Empowering learners for life requires a fundamental shift in higher education curriculum design. New priorities, pedagogies, technologies, spaces, and assessment strategies are required to enable learners to take ownership of their learning. “Student-centeredness” concepts are still prescriptive in nature as most decisions on curriculum, assessment, teaching, and learning approaches are still teacher-centric. Teachers are developing student-centered learning environments without the involvement of the learners in the planning, decision making, and/or design process. In addition, some lecturers are still practicing the traditional approaches of content delivery and conventional assessment methods rather than experimenting with innovative practices suited for student-centered approaches. Therefore, there is an ongoing need for research focused on the importance and effectiveness of a paradigm shift in education that involves student-teacher partnerships, fueled by innovative teaching and learning designs, where students take an active role and contribute as partners in learning. Transforming Curriculum Through Teacher-Learner Partnerships captures experiences and evidence among teachers in exploring the possibility of active student participation in curriculum design, delivery, and assessment through teacher-learner partnership. The chapters address issues of teacher-learner partnerships in designing the learning environment and how student-centered methods create resilient, adaptable, and future-capable learners. While highlighting topics within this scope such as learner autonomy, learning performance, self-efficacy, and teaching pedagogy, this book is ideally intended for teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in issues related to the teacher-learner partnership.
Download or read book Promoting Professional Growth written by Tracy L. Durksen and published by . This book was released on 2015 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers, with an inherent commitment to life-long learning, sow the seeds for their students to become life-long learners. Using motivational theories, I conducted a three-study dissertation that provides a developmental description of the connections between teachers' efficacy beliefs, engagement, and professional learning across two major professional life phases: pre-service teachers and practicing teachers. The overarching research question that guided my dissertation was: What patterns exist within and across professional life phases, in relation to the influences of efficacy and engagement on teachers' professional learning? I argue that university coursework during initial teacher education is the first and foundational professional learning experience for teachers. To enhance understanding of motivation and emerging beliefs about professional learning, I examined 153 second-year education students' questionnaire responses in Study 1 to answer the question: How do personal characteristics, teachers' self-efficacy, and current course engagement influence the professional learning beliefs of students at the beginning of their teacher education program? Participants responded to questionnaire items on professional learning, career choice satisfaction, teachers' self-efficacy, and engagement as a teacher education student. Program level and motivation to pursue an education degree contributed to a hypothesized structural equation model for motivation and professional learning. Study 1 concludes with implications for teacher educators. The final practicum placement is considered the most intensive professional learning experience for pre-service teachers. Therefore, Study 2 was set in the context of pre-service teachers' final practicum placements and aimed to answer the research question: How does a 9-week professional learning experience influence pre-service teachers' motivation, and in particular, commitment and engagement to the profession? Quantitative analyses of weekly questionnaire data collected from 150 participants during a final 9-week practicum revealed significant and non-linear patterns for commitment and engagement, while a multiple-case qualitative design with two contrasting cases highlighted the variability of pre-service teachers' experiences in the practicum. Results revealed themes akin to three basic psychological needs (autonomy, competence, and relatedness) and underscored the critical influence of a mentor teacher on a pre-service teachers' professional commitment and engagement. Study 2 concludes with practical implications for educational psychologists. Practicing teachers' professional learning beliefs and associated experiences not only impact their practice and influence their students but also play a key role in the professional lives of their colleagues. For Study 3, data were collected from 296 practicing teachers in order to answer the research question: How do practicing teachers' self- and collective efficacy beliefs and teacher engagement influence reasons and preferences for professional learning? Results include a model of practicing teachers' self-reported efficacy beliefs and teacher engagement in relation to professional learning. Teaching level and professional life phase predicted efficacy beliefs with teachers revealing collaboration as the most influential type of professional learning on efficacy beliefs. Conclusions highlight the role of collaboration in professional learning and outline practical implications and future research. Taken together, the three studies provide a descriptive and developmental (cohort-based) perspective of motivation and professional learning across two general professional life phases. In the concluding chapter, I synthesize the three studies by providing comparative results. For example, Chapter Five includes a comparison of the importance ratings provided by teacher education students (Study 1) and practicing teachers (Study 3) on reasons for professional learning. An integrative and theoretical model for teachers' motivation and professional learning is presented, along with overall recommendations for professional learning practices and future research.
Download or read book Cases on Smart Learning Environments written by Darshan Singh, Abtar and published by IGI Global. This book was released on 2018-12-28 with total page 445 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when ICTs are proliferating various facets of society and human interactivity, optimizing the use of these tools and technologies not only enhances learning but also transforms learning experiences all together, resulting in an increase of effectiveness and quality of education around the globe. As such, teachers are being challenged to implement a wide range of tools, such as mobile learning and augmented reality, to create smarter learning environments inside and outside of the classroom. Cases on Smart Learning Environments explores the potential of SLE tools for enhanced learning outcomes as experienced by educators, learners, and administrators from various learning institutions around the world. This publication presents cases on the real-world implementation of SLEs in 11 countries that span the continents of Asia, Africa, Europe, and North and South America. Featuring coverage on a broad range of topics such as learner engagement, teacher training, and intelligent agent technology, this book is ideally designed for academicians, instructors, instructional designers, librarians, educational stakeholders, and curriculum developers.
Download or read book Innovations in Teacher Development Personalized Learning and Upskilling the Workforce written by Chakravarti, Sriya and published by IGI Global. This book was released on 2023-07-03 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: The time has come to refine the education ecosystem in such a way that it generates wealth-creating careers, personalized learning, and upskilling for all types of employment opportunities so that the current and next generation of the world can find long-term social stability, sound mental health, and financial agility. From an educators point of view, this is possible through high-quality education that is relevant to a particular society and effective educational policies that promote a culture of innovation, encourage risk-taking, and continuously monitor productivity through the training and development of teachers. Innovations in Teacher Development, Personalized Learning, and Upskilling the Workforce disseminates the best practices on high-quality education, teaching training, teacher/student entrepreneurship, and wealth-generating careers. It presents information on refining education through teacher development sessions and training. Covering topics such as capacity building, personalized learning, and teacher trainee development, this book is an excellent resource for educators and administrators of K-12 and higher education, academic advisors, preservice teachers, teacher educators, policymakers, librarians, researchers, and academicians.
Download or read book Making Technology Work in Schools written by Timothy D. Green and published by Routledge. This book was released on 2020-06-01 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Making Technology Work in Schools is an easy-to-use guide for transforming your school into a learner-centered, tech-rich environment. School systems are increasingly adopting ambitious new educational technologies, but how do you make sure they are yielding effective teaching and learning experiences? The authors’ proven, intuitive practices speak directly to academic coaches, school technology leads, district technology directors, and teachers on special assignment who are responsible for introducing new tools and programs. After reading this book, you will be able to better prepare the educators you serve to empower their learners, whether digitally savvy or not, to be engaged, collaborative, and better prepared for college and careers.
Download or read book An Investigation Of Teacher Efficacy Understandings Practices And The Impact Of Professional Development As Perceived By Elementary School Teachers written by Arnold Jeffrey White and published by . This book was released on 2014 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Professional Learning Community (PLC) has increasingly gained worldwide acceptance as a research- based approach to professional development for educators. Benefits of the PLC are touted by many researchers who also identify the challenges to authentic implementation of the PLC model. This action research explored teachers' perceptions of the Professional Learning Community. Data sources for this research included an anonymous online survey, in-depth one-on-one interviews and a focus group. Study participants were elementary school teachers of grades five through eight who participated in horizontal professional learning communities for at least one year. Research questions providing the framework for this study were (1) To what extent do teachers think professional learning communities have impacted classroom instruction? (2) What do teachers perceive to be the greatest challenges to effective implementation of professional learning communities? and (3) What do teachers perceive to be the greatest benefits of professional learning communities? Data from these multiple sources indicate that teachers believe that the professional learning community is a viable method of professional development that produces sustainable and positive results for teachers and students. Teachers participating in this study identified numerous benefits of the professional learning community, the most significant being collaboration and knowledge-sharing. Participants believe that the work they do in professional learning communities has impacted classroom instruction and the culture of the school. Challenges to implementation of professional learning communities stem from scheduling issues and time conflicts. Other key themes emerged from the data. For example, teachers believe that they have improved as teachers and consequently, student achievement has improved as a result of PLCs. Teachers working in PLCs share a collective responsibility for pupil learning. Teachers also believe that a school should implement and maintain both vertical and horizontal PLCs. Teachers reported that PLCs fostered better relationships between teachers and administrators and that leadership at the building level impacts the fidelity of a PLC. One other important theme is that relationship building and trust are essential components of a highly functional professional learning community.
