Author: Teri B. EvansPublisher:
ISBN:
Category : Teachers
Languages : en
Pages : 69
Book Description
The Effects of Professional Development on Teacher Perception, Change in Instructional Practice and Student Achievement
Author: Teri B. EvansPublisher:
ISBN:
Category : Teachers
Languages : en
Pages : 69
Book Description
Teachers’ Perception of the Use of Differentiated Instruction Strategies on Teacher Practice and Student Learning
Author: Dr. Althea Seivwright-LuePublisher: Xlibris Corporation
ISBN: 1796052434
Category : Self-Help
Languages : en
Pages : 147
Book Description
This qualitative case study was developed to explore teachers’ perceptions of the use of differentiated instructional strategies and the impact it had on teacher practice and student learning after engaging in a professional development initiative. Teachers were trained using two professional development modules; a 90-minute face-to-face module and/or, an eight-hour book club. The research questions addressed how targeted professional development, in differentiated instruction, changed teacher instructional practice and how teachers, who used differentiated instructional strategies and techniques, perceived these strategies impacted student learning. Data instruments included teacher perception surveys, demographic surveys, classroom observations, lesson plan checklists, semi-structured questionnaires, and book club evaluations were collected over a two month time period, were analyzed from themes using a manual coding system. Based on the multiple sources of data collected, teachers needed change for their instructional practices and more differentiated instructional strategies in their daily lesson delivery models.
Evaluating Professional Development
Author: Thomas R. GuskeyPublisher: Corwin Press
ISBN: 9780761975618
Category : Business & Economics
Languages : en
Pages : 332
Book Description
Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability.
FROM PROFESSIONAL DEVELOPMENT TO PROFESSIONAL LEARNING: A PERSONALIZED APPROACH FOR TEACHERS
Author: Abbey L. AskewPublisher:
ISBN:
Category :
Languages : en
Pages : 145
Book Description
Improvement of teacher quality has been identified as a strong factor for improving student learning and increasing student achievement. Developing teacher knowledge and pedagogy is traditionally cultivated in schools through professional development.Though professional learning is common in all schools as a core practice, the design, quality, and results of the learning are unequal and inconsistent. Common practices such as lectured presentations, "sit and get" sessions, and brief "one-size-fits-all" workshops continue to be the most prevalent professional development methods used in schools. Use of these methods facilitates neither a change in teacher behavior nor an improvement in student performance. As a best practice, teachers require ongoing, personalized professional development that is designed and aligned with the tenets of effective andragogy to develop higher-order skills that are more likely to be transferred to classroom instruction. However, there exists a disconnect between professional development practices and the effective transfer of assumed learning. This transfer is essential in order to improve teaching practices. Only subsequent to this transference will changes in teaching and learning occur. In this study, a qualitative research design was used to determine whether personalizing professional development has an impact on instructional practices and change in teacher perception of professional learning. Using a model for personalized learning, this study found that, when school leaders implement such a model, positive changes in teacher instructional practices and attitudes towards professional learning resulted.
The Effects of Professional Development on Change in Instructional Practice and Student Achievement
Author: Cheryl WaltonHandbook of Professional Development in Education
Author: Linda E. MartinPublisher: 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.
Transforming Professional Development Into Student Results
Author: Douglas B. ReevesPublisher: ASCD
ISBN: 1416609490
Category : Follow-up in teacher training
Languages : en
Pages : 171
Book Description
If you're tired of professional development that takes up too much time and delivers too little, then you'll appreciate this guide to effective and sustainable practices that help educators make a measurable difference for their schools and their students.
Post-professional Development Perceptions of Teachers of Research Based Instructional Practices
Author: Toni L. ArnoldInstructional Coaching Impact on Student Achievement in Elementary Reading
Author: Kelli B. CasperPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 234
Book Description
The purpose of this convergent mixed methods research study was to determine if teacher instructional practices implemented after receiving job-embedded professional development through instructional coaching impact student reading achievement scores in an urban elementary school setting in which the school district faces the impact of poverty. In addition, this study explored teacher perceptions of the socio-economis impact on their students' acquisition of reading skills and how they teach reading as a result. The problem this study examined is reading scores in the United States have declinedd since 1998 (NAEP, 2018). However, teachers can begin to change their instructional strategies in the classroom by leveraging instructional coaches. Six teachers and approximately 125 students in third and fourth grades participated. These participants were representative of the diversity of the enrollment of all six grade levels at the school. Quantitative data was analyzed from pre- and post-assessment STAR reading GLE assessments to measure students' levels of reading. Paired-sample t-tests were also run for each demographic group to determine significance: gender, special education, limited English proficient, and Black vs. Non-Black. Qualitative data were collected through an open-ended survey from teachers. They provided feedback on their perception of the impact of socioeconomic status on their students' acquisition of reading skills and how they teach reading as a result. No statistical difference in student scores showed that teacher professional development in reading had an impact on student reading scores. Implications and recommendations included teacher professional development in reading strategies, strategies for teaching students in low socioeconomic situations, including how trauma is related in many of these situations and can affect student learning.
Teacher Professional Development for Improving Quality of Teaching
Author: Bert CreemersPublisher: Springer Science & Business Media
ISBN: 9400752075
Category : Education
Languages : en
Pages : 270
Book Description
This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factor was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided.