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Author: Craig A. Sorensen Publisher: ProQuest ISBN: 9780549356769 Category : Educational technology Languages : en Pages : 77
Book Description
School districts across the country have spent a significant amount of resources to train teachers to successfully integrate technology into the classroom, however actual implementation has been inconsistent at best. A key reason for this is a lack of high-quality teacher training. Professional development programs must be developed to assist teachers in the successful integration of technology into the classroom and to utilize the technology to improve classroom instruction. In this research, the effectiveness of an instructional technology professional development program designed to train teachers and administrators how to integrate WEdGate products into the classroom was studied. WEdGate is an Internet portal developed by the Wyoming Department of Education to provide support for standards-based planning, instruction, and assessments. This training program utilized components that research indicates are important if successful implementation is to take place: administrative support, managing the training process, and on-going or continuous training. This study included five Wyoming school districts that provided the professional development training and five Wyoming school districts that did not provide the training. Data for this research were collected from two sources. A survey was developed to determine the teacher and principal perceptions of the effectiveness of different aspects of the training. Data were also electronically gathered to determine the amount of usage of three of the WEdGate products. This study was consistent with other research regarding the importance of administrative support, managing the training process, and continuous training in effective professional development programs. The results of this study indicated the training did increase the use of the WEdGate products by the teachers. Another significant finding in this study was that the WEdGate product that received the most amount of training time was also the product now most used by the staff. This study has implications for the implementation process of professional development programs. School districts may wish to use a similar training process when implementing new programs.
Author: Craig A. Sorensen Publisher: ProQuest ISBN: 9780549356769 Category : Educational technology Languages : en Pages : 77
Book Description
School districts across the country have spent a significant amount of resources to train teachers to successfully integrate technology into the classroom, however actual implementation has been inconsistent at best. A key reason for this is a lack of high-quality teacher training. Professional development programs must be developed to assist teachers in the successful integration of technology into the classroom and to utilize the technology to improve classroom instruction. In this research, the effectiveness of an instructional technology professional development program designed to train teachers and administrators how to integrate WEdGate products into the classroom was studied. WEdGate is an Internet portal developed by the Wyoming Department of Education to provide support for standards-based planning, instruction, and assessments. This training program utilized components that research indicates are important if successful implementation is to take place: administrative support, managing the training process, and on-going or continuous training. This study included five Wyoming school districts that provided the professional development training and five Wyoming school districts that did not provide the training. Data for this research were collected from two sources. A survey was developed to determine the teacher and principal perceptions of the effectiveness of different aspects of the training. Data were also electronically gathered to determine the amount of usage of three of the WEdGate products. This study was consistent with other research regarding the importance of administrative support, managing the training process, and continuous training in effective professional development programs. The results of this study indicated the training did increase the use of the WEdGate products by the teachers. Another significant finding in this study was that the WEdGate product that received the most amount of training time was also the product now most used by the staff. This study has implications for the implementation process of professional development programs. School districts may wish to use a similar training process when implementing new programs.
Author: Lisa Hall Publisher: ISBN: 9780549086710 Category : Languages : en Pages : 232
Book Description
This study revealed that the professional development activities in the two school districts showed similarity in intent, focus, and desired outcomes. Both districts encouraged teacher collaboration aimed at increasing student achievement through reviewing student work samples, analyzing assessment data, and sharing best practice. Analysis of the interview transcripts, observation field notes, and relevant documents revealed there was a relationship between teachers' participation in the district-wide professional development activities and enhanced classroom and collegial practice. The study provides positive examples of how teacher collaboration centered around student learning as professional development has the potential to improve teachers' instruction and increase student learning. The study's findings also have important implications for educational leaders, policy makers, and future research around teacher professional development.
Author: Leslie Grant Publisher: Routledge ISBN: 1317924401 Category : Education Languages : en Pages : 170
Book Description
This entry in the James H. Stronge Research-to-Practice Series focuses on specific strategies teachers can use to improve the quality of their instruction. Studies have shown teacher quality to be the top indicator of student achievement, with the effects of good teachers apparent even as students move on to successive grades. In this book, Grant, Hindman, and Stronge explore the relationship between teacher effectiveness and student learning. They provide a bridge between research-based theories and practical classroom applications. Templates, planning forms, and other reproducibles help teachers make a noticeable impact on student success using proven techniques and practices. Topics include tiered lessons, using assessment data, and much more.
Author: Sally J. Zepeda Publisher: Routledge ISBN: 131792794X Category : Education Languages : en Pages : 329
Book Description
This highly regarded book is a must-have resource for all graduate level students and prospective school leaders enrolled in courses in instructional supervision. It is also a valuable guide for anyone currently in a leadership position with responsibility for supervising student teachers. Dr. Zepeda provides both practical tools and strategies needed for classroom observations and pre- and post-observation conferences, laying a strong foundation for effective instructional supervision in preK-12 schools. The updated third edition includes... research-supported strategies to help supervisors work successfully with teachers,authentic case studies, classroom examples, and field experiences, in-depth coverage of professional development and its link to teacher evaluation, reflection prompts, pragmatic tips, self-assessments, and suggested activities
Author: Tony Wagner Publisher: Basic Books ISBN: 0465055966 Category : Education Languages : en Pages : 312
Book Description
Despite the best efforts of educators, our nation's schools are dangerously obsolete. Instead of teaching students to be critical thinkers and problem-solvers, we are asking them to memorize facts for multiple choice tests. This problem isn't limited to low-income school districts: even our top schools aren't teaching or testing the skills that matter most in the global knowledge economy. Our teens leave school equipped to work only in the kinds of jobs that are fast disappearing from the American economy. Meanwhile, young adults in India and China are competing with our students for the most sought-after careers around the world. Education expert Tony Wagner has conducted scores of interviews with business leaders and observed hundreds of classes in some of the nation's most highly regarded public schools. He discovered a profound disconnect between what potential employers are looking for in young people today (critical thinking skills, creativity, and effective communication) and what our schools are providing (passive learning environments and uninspired lesson plans that focus on test preparation and reward memorization). He explains how every American can work to overhaul our education system, and he shows us examples of dramatically different schools that teach all students new skills. In addition, through interviews with college graduates and people who work with them, Wagner discovers how teachers, parents, and employers can motivate the &"net"; generation to excellence. An education manifesto for the twenty-first century, The Global Achievement Gap is provocative and inspiring. It is essential reading for parents, educators, business leaders, policy-makers, and anyone interested in seeing our young people succeed as employees and citizens. For additional information about the author and the book, please go to a href="http://www.schoolchange.org"www.schoolchange.org
Author: Alyson L. Lavigne Publisher: Routledge ISBN: 1317248392 Category : Education Languages : en Pages : 134
Book Description
Enhancing Teacher Education, Development, and Evaluation examines the complex role that recent educational reforms have played in the teaching profession. The failure of programs like Race to the Top to benefit teaching and learning outcomes has yielded many questions about what went wrong and how a research-based plan for true systemic progress could actually work. Covering inaccurate narratives about schools and student achievement, evidence for teacher effectiveness, and the history and repercussions of Race to the Top, this book culminates with a proposal for future research and policy initiatives that more accurately and more equitably prioritize the measurement and improvement of teaching and learning. Five concise yet comprehensive chapters invite teacher and principal educators, teachers and school leaders in training, district administrators, policymakers, and other stakeholders to better understand the implications of and possible paths beyond misguided reform efforts. An overview of the recent past and an inspiration for the immediate future, this definitive analysis offers insights into how more reasonable, empirically derived strategies will ultimately foster more successful schools.
Author: Maurice Galton Publisher: Routledge ISBN: 1317803760 Category : Education Languages : en Pages : 203
Book Description
The justification for smaller classes has traditionally been that students can receive more individual attention and be provided with a curriculum that promotes student centred learning. However, in Asia where student engagement is generally over 90% in primary school classrooms, the focus of smaller classes is for teachers to increase the quality of their teaching, building on the already impressive levels of student engagement. Learning to Teach Small Classes comprehensively instructs teachers on ways they can utilise the advantage of a smaller class to its fullest potential. It works through different case studies and gives examples of successful classroom practice in each of the core subject areas (Chinese, English and Mathematics). Chapters include: Setting Objectives, Asking and Answering Questions Sustaining Successful Group and Pair Work The Use of Feedback and Assessment for Developing Independence in Learning Bringing it all together and Sustaining Effective Practice With questions for discussion and further suggested reading, this book is an invaluable resource for anyone involved in small class teaching, and East Asian teaching and education policy.
Author: James Flood Publisher: Routledge ISBN: 1135603707 Category : Communication Languages : en Pages : 938
Book Description
The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, a comprehensive overview of research on this topic, extends conceptualizations of literacy to include all of the communicative arts (reading, writing, speaking, listening, viewing) and the visual arts of drama, dance, film, art, video, and computer technology.
Author: Mollie V. Blackburn Publisher: Principles in Practice ISBN: 9780814100714 Category : Critical thinking Languages : en Pages : 0
Book Description
Grounded in NCTE's position statements "The Students' Right to Read" and "NCTE Beliefs about the Students' Right to Write," this book focuses on high school English language arts classes, drawing from the work of seven teachers from across the country to illustrate how advocating for students' rights to read and write can be revolutionary work. Drawing from the work of high school teachers across the country, Adventurous Thinking illustrates how advocating for students' rights to read and write can be revolutionary work. Ours is a conflicted time: the #BlackLivesMatter and #MeToo movements, for instance, run parallel with increasingly hostile attitudes toward immigrants and prescriptive K-12 curricula, including calls to censor texts. Teachers who fight to give their students the tools and opportunities to read about and write on topics of their choice and express ideas that may be controversial are, in editor Mollie V. Blackburn's words, "revolutionary artists, and their teaching is revolutionary art." The teacher chapters focus on high school English language arts classes that engaged with topics such as immigration, linguistic diversity, religious diversity, the #BlackLivesMatter movement, interrogating privilege, LGBTQ people, and people with physical disabilities and mental illness. Following these accounts is an interview with Angie Thomas, author of The Hate U Give, and an essay by Millie Davis, former director of NCTE's Intellectual Freedom Center. The closing essay reflects on provocative curriculum and pedagogy, criticality, community, and connections, as they get taken up in the book and might get taken up in the classrooms of readers. The book is grounded in foundational principles from NCTE's position statements The Students' Right to Read and NCTE Beliefs about the Students' Right to Write that underlie these contributors' practices, principles that add up to one committed declaration: Literacy is every student's right.
Author: Craig A. Sorensen
Author: Craig A. Sorensen
Author: 
Author: Lisa Hall
Author: Leslie Grant
Author: Sally J. Zepeda
Author: Tony Wagner
Author: Alyson L. Lavigne
Author: Maurice Galton
Author: James Flood
Author: Mollie V. Blackburn