Screencast-Delivered Professional Development Targeting Teachers’ Self-Efficacy and Beginning-of-the-Year Classroom Management Practices

2020 ◽  
Vol 44 (1) ◽  
pp. 60-72
Author(s):  
Justin D. Garwood ◽  
Alene H. Harris
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Classroom Management ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Management Practices ◽  
Development Program ◽  
Professional Development Program ◽  
Future Directions ◽  
School Year

AbstractClassroom management remains one of the greatest challenges for teachers. In this study, with 52 general and special education teachers, we examined the effectiveness of a screencast-delivered professional development program focused on classroom management practices in the first 3 days of school. Results suggest that after participating in the program, teachers report a positive change to the start of their school year across 12 different areas. Further, teachers’ classroom management self-efficacy increased significantly after completing the program, and there was a significant correlation (r = .41) between increases in classroom management self-efficacy and rate of implementation of new practices. Implications for practitioners and future directions for research are included.

TAPS: An Innovative Professional Development Program for Paraeducators Working in Early Childhood Special Education

2007 ◽  
Vol 26 (3) ◽  
pp. 3-15 ◽  
Author(s):  
Pamela Deardorff ◽  
Gary Glasenapp ◽  
Mark Schalock ◽  
Tom Udell
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Early Childhood ◽  
Development Program ◽  
Early Childhood Special Education ◽  
Cost Effective ◽  
Professional Development Program ◽  
Learning Needs ◽  
Or Education ◽  
Suburban Communities

This article describes an innovative professional development program for paraeducators working with children with disabilities in early childhood special education settings. The model includes four components: (a) assessment of learning needs, (b) the formation of an individualized professional development plan, (c) participation in self-directed training using the TAPS curriculum materials, and (d) feedback and support by supervisors. The model was implemented with three cohorts of participants in Early Childhood Special Education programs serving rural and suburban communities in Oregon. Positive outcomes were found for all paraeducators, regardless of experience or education level. Implications for alternative potentially cost-effective rural professional development programs for paraeducators are discussed.

scholarly journals Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices

ZDM ◽  
2020 ◽  
Vol 52 (7) ◽  
pp. 1411-1422 ◽  
Author(s):  
Daniel Thurm ◽  
Bärbel Barzel
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Development Program ◽  
Professional Development Program ◽  
Teaching Mathematics ◽  
Development Programs ◽  
Teaching With Technology ◽  
Teachers Beliefs ◽  
Experimental Group

Abstract Digital technologies such as multi-representational tools have the potential to enhance the learning of mathematics. In light of this potential, there is a ubiquitous call to integrate such tools into mathematics teaching. However, these technologies are still underused. Teaching with technology is not an easy task and teacher competencies such as knowledge and beliefs are a decisive factor. Therefore, professional development is important to professionalize teachers and support them in using technology in meaningful ways. Despite this need, little is known about the efficacy of professional development programs for teaching mathematics with technology. This quantitative study investigated the efficacy of a half-year professional development program for teaching mathematics with technology, using the methodology of a quasi-experimental design, in Germany. We captured (i) teachers’ beliefs about teaching with technology, (ii) self-efficacy beliefs related to teaching with technology, (iii) epistemological beliefs and (iv) self-reported frequency of technology uptake with quantitative questionnaires in pre- and post-tests. The experimental group (n = 39) participating in the professional development program consisted of mostly novices in using technology for teaching mathematics. Propensity score matching was used to match this group with a control group of teachers (n = 38) who did not participate in the professional development program. The strongest impact of the professional development program was found on teacher’s technology-related beliefs. Frequency of technology use seemed to increase gradually in the experimental group during the professional development program. No effect of the professional development program was found on self-efficacy beliefs and epistemological beliefs. We conclude by deriving recommendations for designing professional development programs related to teaching with technology.

scholarly journals Agroforestry education for high school agriculture science : a case study of novel content implementation

2017 ◽  
Author(s):  
◽  
Hannah Hemmelgarn
Keyword(s):  
Professional Development ◽  
High School ◽  
Sustainable Agriculture ◽  
Teacher Learning ◽  
Self Efficacy ◽  
Development Program ◽  
Professional Development Program ◽  
Social Resilience ◽  
Teacher Self Efficacy

High school agriculture science programs are recognized as meaningful arenas to reach young agriculture professionals as they gain a foundational understanding of their field. While sustainability is at the forefront of agriculture research and technological advancements, and is critical to student career readiness, the adoption of novel sustainable agriculture content in the high school curriculum has not been implemented for certain sustainable agriculture practices. Agroforestry represents one such content area that has been largely lacking in high school agriculture science classrooms, despite its relevance to modern agricultural advancements in sustainability for economic, environmental, and social resilience. Due to the contextual nature of content adoption by agricultural educators, the curriculum implementation process for novel content is dependent on an understanding of teacher learning, teacher self-efficacy, professional development, and curriculum modification. This case study of the process of novel content implementation examines the complexities of teacher sourcing, modification, and use of novel content, evaluates an agroforestry professional development program for teachers with varying levels of experience, and follows this group of teachers one year after the professional development program to investigate the relationship between teacher self-efficacy and novel content enactment. The importance of teacher-learning support networks and experiential learning in curriculum and professional development emerged as major themes for effective novel content implementation.

An Interprofessional Quality Improvement Training Program That Improves Educational and Quality Outcomes

2019 ◽  
Vol 34 (6) ◽  
pp. 577-584 ◽  
Author(s):  
Marianne Baernholdt ◽  
Moshe Feldman ◽  
Mary Lynn Davis-Ajami ◽  
L. Dale Harvey ◽  
Paul E. Mazmanian ◽  
...  
Keyword(s):  
Professional Development ◽  
Quality Improvement ◽  
Self Efficacy ◽  
Development Program ◽  
Continuing Professional Development ◽  
Professional Development Program ◽  
Project Work ◽  
Quality Outcomes ◽  
Key Factor ◽  
Outpatient Settings

A key component of quality improvement (QI) is developing leaders who can implement QI projects collaboratively. A yearlong interprofessional, workplace-based, continuing professional development program devoted to QI trained 2 cohorts of teams (dyads or triads) to lead QI projects in their areas of work using Plan-Do-Study-Act methodology. Teams represented different specialties in both inpatient and outpatient settings. They spent 4 to 6 hours/week on seminars, online modules, bimonthly meetings with a QI coach, and QI project work. Evaluations conducted after each session included pre–post program QI self-efficacy and project milestones. Post-program participants reported higher levels of QI self-efficacy (mean = 3.47; SD = 0.39) compared with pre program (mean = 2.02, SD = 0.51; P = .03, Cohen’s d = 3.19). Impact on clinical units was demonstrated, but varied. The coach was identified as a key factor for success. An interprofessional, workplace-based, continuing professional development program focused on QI increased QI knowledge and skills and translated to improvements in the clinical setting.

scholarly journals Shaping the Way We Teach English: Potential Effects of a Teacher Professional Development Program on Jordanian EFL Teachers’ Instructional Practices

2019 ◽  
Vol 43 (4) ◽  
pp. 115
Author(s):  
Ruba Fahmi Bataineh ◽  
Lubna Ahmad Shawish ◽  
Mohammad Khalid Al-Alawneh
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Instructional Practices ◽  
Teacher Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Efl Teachers ◽  
Before And After ◽  
Teacher Professional ◽  
The Way

<p> </p><p class="Default">This study examines the potential effect of <em>Shaping the Way We Teach English</em>, a teacher professional development program, on Jordanian English as a foreign language (EFL) teachers’ instructional practices. The participants of the study are 20 Jordanian EFL teachers selected from 14 public schools in North Ghour Directorate of Education in the first semester of the academic year 2018/2019. Observations of the participants, along the seven domains of <em>classroom management, language, teaching strategies, learning strategies, assessment strategies, authentic materials, </em>and<em> reflection</em>, were conducted before and after the treatment to determine whether or not the treatment has an effect on the participants’ instructional practices. Descriptive statistics were used to compare the participants’ performance before and after the treatment. The findings revealed that the participants gained on all seven domains of the observation checklist, with statistically significant differences found (at α=0.05) in their instructional practices before and after the treatment, in favor of the latter.  The study concludes with pedagogical implications and recommendations for further research.</p><p><span style="font-family: Times New Roman; font-size: medium;"><br /></span></p>

scholarly journals Evaluation of the Professional Development Program in Digital Material Design According to the Kirkpatrick’s Model

2021 ◽  
Vol 11 (1) ◽  
pp. 65-88
Author(s):  
Güler Göçen Kabaran ◽  
Salih Uşun
Keyword(s):  
Professional Development ◽  
Classroom Environment ◽  
Self Efficacy ◽  
Development Program ◽  
Material Design ◽  
Materials Design ◽  
Evaluation Study ◽  
Professional Development Program ◽  
Digital Material ◽  
Kirkpatrick’S Model

Today's developments have revealed the necessity of using digital materials in educational environments. The digital material design competencies of the teachers on this subject are essential. In this context, it is necessary to develop and evaluate a professional development program. The purpose of the current study is an evaluation of the professional development program developed for the digital material design according to Kirkpatrick’s Model. In the current study, a digital materials design professional development program consisting of 10 modules and 21 subjects was developed. Kirkpatrick’s Program Evaluation Model was used in the evaluation of the program. In this context, teachers' reactions to the program, their learning levels, their ability to transfer the knowledge they have acquired to the classroom environment, and the target audience's opinions on the practices were determined. “The Digital Materials Design Competences Scale” and "The Scale of Self-Efficacy Perception of Technology Integration" was used to collect quantitative data. Interviews and the observation technique were used to collect qualitative data. According to the findings, it was determined that the teachers expressed positive opinions about the program and that they were satisfied with the program. It was concluded that after the professional development program, the teachers' digital material design competencies and their self-efficacy perceptions of the integration of technology developed. The follow-up evaluation study determined that teachers could transfer the knowledge and skills they gained in the professional development program to the actual classroom environment, and students expressed positive opinions about these practices.

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