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Author: Gene Heaton Burchfield Publisher: ISBN: Category : Electronic dissertations Languages : en Pages :
Book Description
Professional Development is one of the most common methods for school systems to provide additional training and disseminate new information to faculty members. As such, the professional development process carries a large burden in terms of time, money, and other valuable school resources. Declining state test scores and public pressure to raise student achievement levels places even more importance on the professional development process. Many public and private education research groups have identified features that improve the effectiveness of professional development. State Departments of Education also routinely provide professional development guidance to schools and school systems through professional development policies. This study will examine professional development policies provided by the Alabama State Department of Education, as well as the professional development policies of a purposeful sample of other States from across the United States. By employing qualitative research methods, this study will seek to determine if the professional development policies of academically successful states contain commonalities that could be included in a list of recommendations for state-level professional development policymakers in the State of Alabama.
Author: Gene Heaton Burchfield Publisher: ISBN: Category : Electronic dissertations Languages : en Pages :
Book Description
Professional Development is one of the most common methods for school systems to provide additional training and disseminate new information to faculty members. As such, the professional development process carries a large burden in terms of time, money, and other valuable school resources. Declining state test scores and public pressure to raise student achievement levels places even more importance on the professional development process. Many public and private education research groups have identified features that improve the effectiveness of professional development. State Departments of Education also routinely provide professional development guidance to schools and school systems through professional development policies. This study will examine professional development policies provided by the Alabama State Department of Education, as well as the professional development policies of a purposeful sample of other States from across the United States. By employing qualitative research methods, this study will seek to determine if the professional development policies of academically successful states contain commonalities that could be included in a list of recommendations for state-level professional development policymakers in the State of Alabama.
Author: Linda E. Martin Publisher: Guilford Publications ISBN: 1462524974 Category : Education Languages : en Pages : 593
Book Description
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.
Author: KHRITISH SWARGIARY Publisher: LAP ISBN: Category : Education Languages : en Pages : 434
Book Description
ABSTRACT "The Path to Excellence: A Comparative Analysis of Education Policies in Japan and India" provides a comprehensive exploration of the education systems in these two nations, examining historical foundations, structural frameworks, curriculum strategies, and the pursuit of access, equity, quality, and accountability. Delving into the nuances of cultural, historical, and socio-economic contexts, the research sheds light on challenges faced by both nations and presents innovative practices and reforms. This comparative analysis offers valuable insights for policymakers, educators, researchers, and stakeholders seeking a nuanced understanding of education systems in diverse cultural contexts. Keywords: Education Policies, Comparative Analysis, Japan, India, Access, Equity, Quality.
Author: Frank K. Lester Publisher: IAP ISBN: 160752709X Category : Education Languages : en Pages : 1380
Book Description
The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
Author: Andy Hargreaves Publisher: Teachers College Press ISBN: 0807771708 Category : Education Languages : en Pages : 241
Book Description
The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, "What's Worth Fighting for in Your School?" [This book was co-published with the Ontario Principals' Council.].
Author: National Research Council Publisher: National Academies Press ISBN: 9780309056922 Category : Education Languages : en Pages : 94
Book Description
In February, 1996, representatives of departments of education and major teacher education colleges in 39 states, the District of Columbia, the U.S. Virgin Islands, and the U.S. Department of Defense met at the National Academy of Sciences in Washington, D.C. to identify and discuss issues surrounding the preparation and credentialing of science teachers. Central to this symposium were the criteria identified by the National Science Education Standards for effective science teaching and effective professional development for science teachers. This synopsis is intended to encourage reflection by participants and their colleagues at the state level on the issues identified, reactions to those issues from a variety of perspectives, and strategies for addressing those issues as outlined by others. Responses include: (1) "The Need for Scientifically Literate Teachers" (Bruce Alberts); (2) "The Need for Reform in State Policy" (William Randall); (3) "The Need for Reform in Teacher Preparation Programs" (Robert Watson); (4) "Implications of the Standards for Teacher Preparation and Certification" (Pascal Forgione); (4) "Response to Dr. Forgione" (Angelo Collins); (5) "The Standards: A Guide for Systemic Reform" (Rodger Bybee); (6) "The Standards: A Guide for Professional Development" (Susan Loucks-Horsley); (7) "The Montana Systemic Teacher Education Preparation Project" (Robert Briggs and Elizabeth Charron); (8) "The Louisiana Collaborative for Excellence in the Preparation of Teachers" (Kerry Davidson, William Deese, Linda Ramsey, and Carolyn Talton); (9) "The Connecticut Science Education Assessment Program" (Michal Lomask and Raymond Pecheone); (10) "Reflections on Pre-service Education and Teachers' Needs" (William Badders and Celeste Pea); (11) "Response to the Teachers' Comments" (Arthur Wise); (12) "A Science Educator's Perspective on Teacher Education" (Paul Kuerbis); (13) "The Role of Undergraduate Science Courses in Teacher Preparation" (Patricia Simpson); (14) "A Principal's Perspective on the K-12 School's Role in Preparing Teachers" (Mary Ann Chung); (15) "A Perspective on the State's Role: Motivation and Policy" (William Randall); (16) "Concern, Collaboration, Coordination, and Communication" (Jane Butler Kahle); (17) "Response to Dr. Butler Kahle from the State Perspective" (Terry Janicki); and (18) "Closing Remarks and Challenge for Next Steps" (Virginia Pilato). (ASK)
Author: United States. Congress. House. Committee on Science and Technology (2007). Subcommittee on Research and Science Education Publisher: ISBN: Category : Electronic government information Languages : en Pages : 76
Author: Gene Heaton Burchfield
Author: Gene Heaton Burchfield
Author: Linda E. Martin
Author: 
Author: KHRITISH SWARGIARY
Author: 
Author: N. Alan Sheppard
Author: Frank K. Lester
Author: Andy Hargreaves
Author: National Research Council
Author: United States. Congress. House. Committee on Science and Technology (2007). Subcommittee on Research and Science Education