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Author: Thomas L. Krout Publisher: ISBN: Category : Teachers Languages : en Pages : 101
Book Description
The primary focus of this study was to examine teacher perceptions of Dimensions of Learning training. The design utilized was a qualitative case study analysis of the perceptions of school personnel after receiving staff development training. Twenty-one participants were surveyed; three were interviewed and observed using the Dimensions of Learning program. The results of this study determined recommendations: to continue this method of staff development training within the school district, to alter the training days to the second school year of beginning teachers, and for various types of teacher collaboration time during and after the training.
Author: Thomas L. Krout Publisher: ISBN: Category : Teachers Languages : en Pages : 101
Book Description
The primary focus of this study was to examine teacher perceptions of Dimensions of Learning training. The design utilized was a qualitative case study analysis of the perceptions of school personnel after receiving staff development training. Twenty-one participants were surveyed; three were interviewed and observed using the Dimensions of Learning program. The results of this study determined recommendations: to continue this method of staff development training within the school district, to alter the training days to the second school year of beginning teachers, and for various types of teacher collaboration time during and after the training.
Author: Wolfram Rollett Publisher: Springer Nature ISBN: 3030751503 Category : Education Languages : en Pages : 274
Book Description
This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. “This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.” John Hattie
Author: Gale Ferraro Publisher: ISBN: Category : Teachers Languages : en Pages : 249
Book Description
The findings of this study revealed positive teachers' perceptions towards the ICSS course model and that the model promoted accuracy in teachers' execution of strategy instruction with their clinic students. In addition, teachers implemented strategy instruction within their classrooms after participation in this clinic model. Teachers were most enthusiastic about the opportunity to learn a novel technique through a hands-on experience with continued support and feedback from someone more proficient in the use of the SIM strategies. The results of their efforts were shown in student progress and confirmed the effectiveness of this instructional technique. This prompted teachers to implement strategy instruction within their respective classrooms. Findings of the ICSS model demonstrate the importance of professional development models that provide hands-on clinical experiences for inservice teachers and have the potential to become a successful instructional technique for graduate teacher educators.
Author: Rebecca Balek Speelman Publisher: ISBN: Category : Educational technology Languages : en Pages : 89
Book Description
This qualitative study focused on teacher perceptions of the Intel Teach to the Future professional development program and its impact on the implementation of various instructional methodologies, including Understanding by Design, Dimensions of Learning, Writing Across the Curriculum, and Differentiated Instruction. The intention of this study was to explore: (a) if teachers believe that professional development, specifically Intel Teach to the Future, has had an impact on their use of instructional methodologies and their perceptions of technology and (b) what factors of the professional development and instructional technology have most impacted the instructional methodologies that they have implemented in their classroom. Findings indicated that the Intel Teach to the Future professional development program was an effective model that caused greater teacher reflection on instructional methodologies, integration of technology, and instructional planning.
Author: Tina Doe Publisher: Lulu.com ISBN: 1300411716 Category : Education Languages : en Pages : 193
Book Description
In 2005 Tina Doe set out to change the way teachers learn. She has pioneered what is today known as the Teacher Professional Learning Initiative: an exciting and meaningful way through which teachers collaborate to learn. In this book Tina Doe tells the story of how schools and teachers are coming under increasing pressure to meet the new expectations that a fast changing technologically based and global world is demanding. She argues teachers have to now meet the learning needs of all students, not just those who can "do schooling". But, as Doe outlines, the teacher education literature and anecdotes from teachers and education systems across Australia (and elsewhere) about teacher professional learning suggests there must be a better way. This book is a case study of one such approach to teacher professional learning that works.
Author: Publisher: BRILL ISBN: 9087907419 Category : Education Languages : en Pages : 188
Book Description
Within the central topics of the debate on teachers’ professionalism are the problems of research-based and evidence-based initial and lifelong teacher behavior. Although the statements on professional similarities of teacher actions with those of other (academic) professionals are very plausible, there remains a central task for teacher education programs: How to develop towards such expertise—which is equal to evidence convictions—effectively and efficiently. Which role do scientific research and its results play in this context? How can research results be converted into recommendations for teacher actions?
Author: M. Warnasuriya Ed.D Publisher: Xlibris Corporation ISBN: 198455462X Category : Education Languages : en Pages : 60
Book Description
This book introduces the many benefits of mathematics professional development for middle school teachers. It explores key features of effective professional development, research-based models, that can be used to design professional development and an analysis of professional development in the context of adult-learning theories. The importance of professional learning communities as an avenue for educators to grow in their knowledge and skills is also discussed. A qualitative research study that elucidates the many benefits of mathematics professional development on teachers’ knowledge, skills, and dispositions to teach middle school students is explored. The results of the study and its implications to teaching practice are discussed.
Author: Thomas L. Krout
Author: Thomas L. Krout
Author: Robert J. Marzano
Author: 
Author: Matthew A. Silverman
Author: Wolfram Rollett
Author: Gale Ferraro
Author: Rebecca Balek Speelman
Author: Tina Doe
Author: 
Author: M. Warnasuriya Ed.D