New "No Child Left Behind" e-Learning Tool Offers Teachers Free, On-Demand Professional Development

2004 ◽  
Author(s):  
Jane Glickman ◽  
◽  
Stephanie Babyak ◽  
Susan Aspey
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Learning Tool ◽  
Left Behind ◽  
On Demand ◽  
E Learning

Inquiry-Oriented Instruction in Science: Who Teaches That Way?

2007 ◽  
Vol 29 (3) ◽  
pp. 169-199 ◽  
Author(s):  
Thomas M. Smith ◽  
Laura M. Desimone ◽  
Timothy L. Zeidner ◽  
Alfred C. Dunn ◽  
Monica Bhatt ◽  
...  
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Teaching And Learning ◽  
Formal Schooling ◽  
Science Students ◽  
Science Standards ◽  
Left Behind ◽  
Key Policy ◽  
Improving Instruction ◽  
Nationally Representative

The expansion of the No Child Left Behind Act to include science standards and assessments is likely to refocus states’ attention on science teaching and learning. Requiring teachers to have subject majors and greater funding of professional development are two key policy levers for improving instruction in science. There has been relatively little work examining the characteristics of teachers who are most likely to initiate inquiry-oriented instruction in science classrooms. Using a nationally representative sample of the teachers of eighth grade science students, the authors found relatively strong associations between reform-oriented practice and the majors and degrees that teachers earned as part of their formal schooling, as well as their current levels of participation in content-oriented professional development activities.

Close the Achievement Gap With Professional Development

2020 ◽  
Vol 3 (1) ◽  
pp. 88-101 ◽  
Author(s):  
Ying Wang ◽  
Duane Shuttlesworth
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Teacher Quality ◽  
Mississippi Delta ◽  
Critical Role ◽  
Reading Teachers ◽  
Pedagogical Practice ◽  
Summer Reading ◽  
Left Behind ◽  
Academic Year

Professional development of teachers and the role it plays in improving teacher quality is a topic of considerable interest. The authors of this study examined the effectiveness of professional development (PD) to improve the quality of teaching for 21 reading teachers participating in a No Child Left Behind Summer Reading Institute. Data collection occurred over the four-week period of the Institute and two follow up sessions during the academic year 2017-2018. Data evaluation was both quantitative and qualitative in nature. The results suggest that PD helped this group of Mississippi Delta reading teachers improve in both content knowledge and pedagogical practice. The authors conclude that such PD plays a critical role in improving teacher quality from the underrepresented and underserved areas of the Mississippi Delta. Future studies could investigate the direct effects of PD programs such as that offered by the Institute on participating teachers students' learning outcomes.

On Leadership: Unlearning NCLB

2019 ◽  
Vol 101 (2) ◽  
pp. 58-59
Author(s):  
Joshua P. Starr
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Community Engagement ◽  
District Leaders ◽  
Left Behind ◽  
New Approaches

The era of ESSA will require district leaders to replace their old ways of leading with new approaches. Many current leaders have spent their entire careers focusing on compliance under No Child Left Behind. Joshua Starr explains that they will need to unlearn their focus on compliance and learn new ways to think about collaboration, professional development, community engagement, and equity.

scholarly journals The transformative potential of boundary spanners: a narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context.

2013 ◽  
Vol 21 ◽  
pp. 57 ◽  
Author(s):  
David Alan Whitenack ◽  
Patricia E. Swanson
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
No Child Left Behind ◽  
Narrative Inquiry ◽  
Organization Theory ◽  
Left Behind ◽  
Transformative Potential ◽  
Service Professional ◽  
Pedagogic Discourse ◽  
Pre Service Teacher

This narrative inquiry uses pedagogic discourse theory and organization theory to frame pre-service teacher education and in-service professional development initiatives in a school district facing tensions related to the No Child Left Behind Act of 2001. Implications for similar future initiatives are considered.

A Close Look at No Child Left Behind

ASHA Leader ◽  
2004 ◽  
Vol 9 (17) ◽  
pp. 1-29
Author(s):  
Susan Boswell
Keyword(s):  
No Child Left Behind ◽  
Left Behind
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