Can we meet our mission? Examining the professional development of social studies teachers to support students with disabilities and emergent bilingual learners

2020 ◽  
Vol 44 (1) ◽  
pp. 195-208
Author(s):  
Ricky Dale Mullins ◽  
Thomas Williams ◽  
David Hicks ◽  
Sara Brooke Mullins
2021 ◽  
Vol 8 (2) ◽  
pp. p36
Author(s):  
Taraneh Sabouri ◽  
Chris Cale ◽  
Sunddip Panesar-Aguilar ◽  
Michelle McCraney

Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case study, this qualitative research involved gathering data during 1 academic year through observations and interviews of 10 teacher participants. Research data collected through observations and interviews were coded into an Excel document to assign and filter codes. A 3-day professional development opportunity and monthly follow-up sessions were the results of the analysis of data collected from interviews and classroom observations of 10 ELL social studies teachers in Grades 9-12. The results of this study may lead to positive social change if social studies teachers modify their learner-centered instructional approaches to increase students’ motivation and satisfaction in learning.


2016 ◽  
Vol 5 (1) ◽  
pp. 218
Author(s):  
Selcuk Besir Demir ◽  
Soner Dogan ◽  
Turgay Atasoy

<p>The purpose of this study is to determine the efficiency of the seminar periods intended for contributing to the professional development of social studies teachers based on their own perspectives. This study adopts a qualitative approach and is carried out in the form of a case study. Among the purposeful sampling methods, the criteria sample method was used in the study. The sampling consisted of six social studies teachers in Sivas: three males and three females. In the research, semi-structured interview form was used as a data collection tool. As a result of the analysis conducted in the study, two main themes were identified: 1) findings regarding the seminar period and the activities conducted during that period, and 2) findings regarding the factor of efficiency of the seminar period. Based on the study results, seminar periods are found to be unfruitful for social studies teachers.</p>


2020 ◽  
pp. 875687052096044
Author(s):  
Canyon Hardesty ◽  
Eric J. Moody ◽  
Shira Kern ◽  
Wendy Warren ◽  
Mary Jo Cooley Hidecker ◽  
...  

Adequately prepared educators are critical to the success of children in rural settings, but many educators receive little training on how to support students with disabilities. Professional development for educators is challenging in rural areas due to the lack of opportunities and travel requirements. Project ECHO™ was originally developed to overcome similar challenges facing physicians. The ECHO Model overcomes these challenges by creating a hub and spoke network that connects local providers with experts. These networks meet regularly over teleconferencing technology to conduct a short professional development workshop, followed by a case-study from one of the local sites. We adapted the ECHO Model for use in education and since 2014 implemented four networks: autism, assistive technology, secondary transitions, and behavioral supports. Educators found ECHO highly acceptable and reported improved skills and knowledge. ECHO for Education is effective and has the potential to improve capacity of education systems in rural settings.


2021 ◽  
pp. 1-12
Author(s):  
Lauren P. Bruno ◽  
LaRon A. Scott ◽  
Colleen A. Thoma

BACKGROUND: Past research has suggested that secondary special educators enter the profession with limited knowledge and skills to provide effective evidence-based transition practices (EBTPs) to students with disabilities. Professional development (PD) is known to be one pathway to expand teachers’ knowledge and delivery of evidence-based transition practices, yet minimal research exists investigating what PD activities are most effective at increasing teachers’ use of EBTPs. OBJECTIVE: The purpose of this study was to determine how transition specific PD influenced secondary special educators’ knowledge and perceived self-efficacy regarding the use of EBTPs in their classrooms to support students with disabilities. METHODS: A correlational research design was used to investigate teacher self-efficacy to deliver EBTPs when the amount, type, and location of PD are factors. Descriptive statistics, an analysis of variance (ANOVA), and a multiple linear regression analysis were performed. RESULTS: The amount of PD offered had a significant effect on teachers’ perceived efficacy compared to the location and type of professional development received. Further, the results of teachers’ perceived effectiveness, changes made as a result of PD, and other factors related to PD are reported. CONCLUSIONS: After receiving PD, teachers were more likely to make changes in their classroom that, in turn, affected their self-efficacy and effectiveness to deliver EBTPs to support students with disabilities. Implications for teacher professional development research, practice, and policy are also discussed.


2017 ◽  
Vol 6 (2) ◽  
pp. 171
Author(s):  
Yousef Ogla Almarshad

This study is an attempt to identify the training needs of social-studies teachers at the intermediate stage in Al-Jouf in light of modern teaching trends. It focuses on the six axes of systemic planning, varied teaching strategies, information and communication technology, innovative enrichment activities in teaching, classroom-management skills, and diverse assessment methods. Its subjects are 60 male teachers and 60 female teachers carefully selected for the application of the final form of the questionnaire. It relies on 9 tables showing the cities and axes of the study, the training needs for each axis, and the analyses of findings. It finally provides a number of suggestions and recommendations for further future field studies in the Kingdom of Saudi Arabia. In other words, the present study is a kind of investigation into the training needs of the target teachers with an aim to enhance their professional development in an age characterize by its rabid change and great technological advances.


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