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Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
This research investigated the impact of teacher in-service and individual professional development for business educators in the following areas: classroom instruction, teacher motivation, the continuity of individual professional development, the professional development needs of business educators compared with those of other teachers, the status of business education professional development, and the manner in and extent to which current professional development activities are meeting needs. Satisfaction levels with in-service and individual professional development were also identified. Lastly, this study examined the role of business educators in determining local in-service events. Participants included 109 Alabama business educators who completed an online survey about their professional development over the previous 12 months. Respondents indicated top areas of in-service training: classroom technology, emerging technology, special needs students, and school safety. Individual attendance at workshops on software ranked highest; classroom-related workshops followed. Overall, 67% expressed satisfaction with in-service training, and 82.1% expressed satisfaction with individual professional development. On average, respondents received 158.1 hours of individual professional development during the previous year. Computer workshops received the most attendance while professional meetings received the least. Impact on instruction was considered modest; the mean impact score of 118 reflected a restrained agreement with impact statements. Qualitative responses were given on specific impacts in the classroom. No significant correlation was found between the impact of professional development on instruction and the number of hours spent in professional development. ANOVA was conducted and revealed that impact scores of teachers were not significantly affected by years of experience or satisfaction levels with in-service. Teachers are generally motivated to pursue prof.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
This research investigated the impact of teacher in-service and individual professional development for business educators in the following areas: classroom instruction, teacher motivation, the continuity of individual professional development, the professional development needs of business educators compared with those of other teachers, the status of business education professional development, and the manner in and extent to which current professional development activities are meeting needs. Satisfaction levels with in-service and individual professional development were also identified. Lastly, this study examined the role of business educators in determining local in-service events. Participants included 109 Alabama business educators who completed an online survey about their professional development over the previous 12 months. Respondents indicated top areas of in-service training: classroom technology, emerging technology, special needs students, and school safety. Individual attendance at workshops on software ranked highest; classroom-related workshops followed. Overall, 67% expressed satisfaction with in-service training, and 82.1% expressed satisfaction with individual professional development. On average, respondents received 158.1 hours of individual professional development during the previous year. Computer workshops received the most attendance while professional meetings received the least. Impact on instruction was considered modest; the mean impact score of 118 reflected a restrained agreement with impact statements. Qualitative responses were given on specific impacts in the classroom. No significant correlation was found between the impact of professional development on instruction and the number of hours spent in professional development. ANOVA was conducted and revealed that impact scores of teachers were not significantly affected by years of experience or satisfaction levels with in-service. Teachers are generally motivated to pursue prof.
Author: Wolfgang Amann Publisher: IAP ISBN: 164113142X Category : Education Languages : en Pages : 189
Book Description
The United Nations Principles of Responsible Management Education (PRME) initiative calls upon business school leaders and professors to significantly up their game. There is a need to enhance phronesis, i.e. wisdom, on how to effectively improve teaching and learning over time. This book gathers insights on self-management, next generation teaching as well as learning, and a business school’s enhanced impact on graduates and society. It collects the rich experiences from a variety of international experts in order to support the learning journey of business school leaders and key faculty members.
Author: Sally J. Zepeda Publisher: Eye On Education ISBN: 1596671939 Category : Business & Economics Languages : en Pages : 353
Book Description
This comprehensive and authoritative book serves as the road map to your school's professional development journey. Written for principals, professional development directors, other district leaders, and teacher leaders, Professional Development: What Works shows you how to plan and implement programs that promote teacher growth. Full of helpful case studies, useful resources, and templates, this book guides you in creating an effective, job-embedded professional development program that moves ideas to action. Special Features in this Revised Edition: Revised discussion on supporting and providing learning opportunities for adults New "Cases from the Field" and "Notes from the Field" amplify best practices and serve to narrow the gap between research and practice Updated and expanded coverage of professional job-embedded learning help leaders keep pace with advancements Suggested readings support digging deeper into topical areas found within the chapters.
Author: Peter Daly Publisher: Springer Science & Business Media ISBN: 9048129737 Category : Education Languages : en Pages : 248
Book Description
This is the 2009 volume in the Advances in Business Education & Training Book Series. The Series aims to foster advancement in the field and to serve as an international forum for scholarly and state-of-the-art research and development. This volume offers challenging thoughts on constructing meaningful learning both within the academy and in collaboration with outside stakeholders. It comprises two major sections: research into business education and best practice in business education. The research contributions explore the incorporation of theoretical frameworks and the exploitation of clicker technology in classroom practice, the integration of reflective writing into work placements to support learning, the exposure of ideas about morally leading change and its impact on leadership aspirations, large group business learning, self-theories, goal orientations and achievement motivations, and Chinese students’ perceptions of intercultural competence in tutors. Other research contributions look beyond the business school to explore entrepreneurs’ perceptions of their existing business model. The best practice contributions discuss master thesis supervision, MBA study tours designed to increase global exposure, the use of authentic learning materials in career writing courses, and cross cultural innovations.
Author: Sabra E. Brock Publisher: Academic Studies PRess ISBN: 1644691213 Category : Business & Economics Languages : en Pages : 286
Book Description
Drawing from doctoral level research on how best to teach business education to college students, Discourses on Business Education at the College Level illustrates new and proven ideas for engaging students. Sixteen authors from New York University’s Steinhardt School of Culture, Education, and Human Development describe their experiences in upgrading and expanding the quality of the business education experience. Business school instructors can use this edited collection to draw inspiration and learn specific techniques to bring their courses to the cutting edge of curriculum. Topics range from teaching accounting, financial literacy, marketing, and teamwork to gamification, improving international student and intern experience, not-for credit education, and virtual workplace learning.
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: Douglas B. Reeves Publisher: ASCD ISBN: 1416609539 Category : Education Languages : en Pages : 170
Book Description
Provides a blueprint for how to ensure professional development can improve student learning by focusing on, evidence of student learning, feedback on teacher and principal decisions, and depth of implementation.
Author: Pamela Cantor Publisher: Routledge ISBN: 100039977X Category : Education Languages : en Pages : 245
Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
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Author: Wolfgang Amann
Author: Sally J. Zepeda
Author: Peter Daly
Author: Sabra E. Brock
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Author: Andy Hargreaves
Author: Douglas B. Reeves
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Author: Pamela Cantor