School and Teacher Value Added Performance and the Relationship with Teacher Professional Development in Mainland China

2020 ◽  
pp. 209-229
Author(s):  
Sally M. Thomas
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Mainland China ◽  
Value Added ◽  
Teacher Professional ◽  
The Relationship

Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals

2013 ◽  
Vol 44 (1) ◽  
pp. 129-163 ◽  
Author(s):  
Tonya Gau Bartell
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Teacher Professional Development ◽  
Learning To Teach ◽  
Sociocultural Perspective ◽  
Teacher Interviews ◽  
Collective Work ◽  
The Social ◽  
Teacher Professional ◽  
The Relationship

This article describes teachers' collective work aimed at learning to teach mathematics for social justice. A situated, sociocultural perspective of learning guides this examination of teachers' negotiation of mathematical goals and social justice goals as they developed, implemented, and revised lessons for social justice. Teacher interviews, discussions, lessons, and written reflections were analyzed using grounded theory methodology, and teachers' conversations were examined concerning the relationship between mathematical goals and social justice goals. Analysis revealed that early tensions arose around balancing these goals, that teachers focused more attention on the social justice component, and that the instantiation of these goals in practice proved difficult. Variables that afford or constrain teachers' roles as social justice educators are discussed, and implications for teacher professional development are suggested.

scholarly journals HEAD TEACHERS' SUPERVISION OF PROFESSIONAL DEVELOPMENT AND ACADEMIC PERFORMANCE IN EMBU AND MURANGA COUNTIES, KENYA

2020 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Jane Muchiri
Keyword(s):  
Professional Development ◽  
Academic Performance ◽  
Teacher Professional Development ◽  
Primary Schools ◽  
Role Theory ◽  
Policy Decision ◽  
Public And Private ◽  
Head Teachers ◽  
Teacher Professional ◽  
The Relationship

Supervision means overall duties performed by a head teacher which ensures teachers perform their expected roles in the transmission of knowledge and enhance academic performances. Academic performance in examinations has consistently declined in primary schools in Kenya and the world over. The objective of the study was to; assess the relationship between the head teacher’s supervision of professional development and academic performance in Embu and Muranga counties, Kenya. The study adopted the Role theory championed by Biddle. A descriptive survey research design was used. The Target Population was 14786 and comprised of head teachers and teachers. The researchers purposefully sampled 378 public and private primary schools. Simple random sampling was used to select 256 respondents. Data were collected using questionnaires, interviews, and observation. Reliability was ascertained by a pilot study which generated a Cronbach’s alpha coefficient of 0.93. Data were analysed using descriptive and inferential statistics, precisely, correlation computations. The findings of the study informed that the highest percentage of supervision 87.4percentwas the head teachers’ permission for teachers to attend seminars, workshops, and conferences. The least facilitated activity was the training of teachers by subject panels 60.3 percent. There was a negative correlation between head teachers' supervision and teacher professional development in public and private primary schools, at r=-.069<0 and P=0.602>0.05. The relationship was not statistically significant. The Supervision of teacher’s professional development was not strongly linked to academic performance. There should be a balance between the supervision of teacher professional development. Governments should allocate more funds towards professional development. The findings of the study will inform policy decision making in the education sector in Kenya and worldwide.

Zooming Into Mentor-Mentee Relationship to Explore Mentoring Strategies

2018 ◽  
pp. 212-224
Author(s):  
Bahar Gün
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
Pivotal Role ◽  
Teacher Professional ◽  
Positive Experiences ◽  
Mentor Attributes ◽  
The Relationship ◽  
Pre Service Teacher

Motivated by the need to develop a clearer picture of mentoring, this chapter aims to zoom into the pivotal role of the “relationship” aspect in ensuring effective mentoring and what the good mentor attributes are. The chapter includes the short narrations of both the mentors and the mentees who were engaged in a pre-service teacher training course. Four mentors and four mentees have been asked to narrate their positive as well as any less positive experiences with their mentors/mentees during the course. As a result, both mentor and mentee “voices” were used as a stimulus for identifying effective mentoring strategies. The chapter ultimately aims to make noteworthy implications for enlarging our understanding of how mentoring might be most effectively used in teacher professional development ventures and how the relationship aspect might be useful in selecting the most effective mentors in different teacher education contexts.

Professional Development for Quality Teaching and Learning

2016 ◽  
pp. 652-677
Author(s):  
Cathy G. Powell ◽  
Yasar Bodur
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Professional Development ◽  
Value Added ◽  
High Stakes Testing ◽  
Quality Teaching ◽  
High Stakes ◽  
Teacher Professional ◽  
Standards Movement ◽  
Embedded Professional Development

Quality teaching and student achievement have been the focus of much debate and research throughout the American education system. Despite implementation of teacher professional development, concerns remained about its effectiveness regarding quality teaching and student achievement. Thus, a paradigm shift ensued to promote effective, on-going capacity-building teacher professional development, known as job-embedded professional development. Educational milieus experienced reforms ranging from high-stakes testing to the standards movement, and recently, teacher evaluations incorporating value-added measures, all of which underscore professional development significance. The purpose of this chapter is to review, analyze, and synthesize current literature on teacher professional development, the need for job-embedded professional development, implementation challenges, and the relationship between teacher professional development and student learning outcomes. The chapter also examines gaps in the literature, followed by solutions, recommendations, and future research directions.

Professional Development for Quality Teaching and Learning

2016 ◽  
pp. 144-170
Author(s):  
Cathy G. Powell ◽  
Yasar Bodur
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Professional Development ◽  
Value Added ◽  
High Stakes Testing ◽  
Quality Teaching ◽  
High Stakes ◽  
Teacher Professional ◽  
Standards Movement ◽  
Embedded Professional Development

Quality teaching and student achievement have been the focus of much debate and research throughout the American education system. Despite implementation of teacher professional development, concerns remained about its effectiveness regarding quality teaching and student achievement. Thus, a paradigm shift ensued to promote effective, on-going capacity-building teacher professional development, known as job-embedded professional development. Educational milieus experienced reforms ranging from high-stakes testing to the standards movement, and recently, teacher evaluations incorporating value-added measures, all of which underscore professional development significance. The purpose of this chapter is to review, analyze, and synthesize current literature on teacher professional development, the need for job-embedded professional development, implementation challenges, and the relationship between teacher professional development and student learning outcomes. The chapter also examines gaps in the literature, followed by solutions, recommendations, and future research directions.

Brief Report: Teachers' Awareness of the Relationship Between Prior Knowledge and New Learning

2016 ◽  
Vol 47 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Charles Hohensee
Keyword(s):  
Professional Development ◽  
Prior Knowledge ◽  
Teacher Professional Development ◽  
Experienced Teachers ◽  
Future Research ◽  
New Learning ◽  
Teacher Professional ◽  
The Relationship

In this study, I examined the degree to which experienced teachers were aware of the relationship between prior knowledge and new learning. Interviews with teachers revealed that they were explicitly aware of when students made connections between prior knowledge and new learning, when they applied their prior knowledge to new contexts, and when they developed their prior knowledge as a result of applying that knowledge to new contexts. However, teachers were not explicitly aware of backwardtransfer effects. Results from this study have implications for future research on backward transfer, as well as for teacher professional development.

Sign in / Sign up

Export Citation Format

Share Document