Evaluating the impact of an academic teacher development program: practical realities of an evidence-based study

2016 ◽  
Vol 42 (4) ◽  
pp. 548-563 ◽  
Author(s):  
Gail A. Rathbun ◽  
Jane Leatherman ◽  
Rebecca Jensen
Keyword(s):  
Teacher Development ◽  
Development Program ◽  
Evidence Based ◽  
The Impact ◽  
Academic Teacher

scholarly journals A Stakeholder Analysis of the Development of a Large-Scale Professional Development Program

2021 ◽  
pp. 1-30
Author(s):  
Ola Helenius
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Large Scale ◽  
Development Process ◽  
Stakeholder Analysis ◽  
Development Program ◽  
Development Project ◽  
Theory Of Change ◽  
Determination Process ◽  
The Impact

Abstract The development of a large-scale professional development project for Swedish mathematics teachers is retrospectively examined. By referring to documentation produced by stakeholders in the development process, the stakeholder’s design recommendations and underlying assumptions on teacher development are described. Seeing the development as a co-determination process explains how research-based principles appearing early in the process gradually change to become something different in the end, without the reasons for this shift ever being explicitly discussed in stakeholders’ documentations. It is discussed whether the distributed way of constructing the program might cause difficulties in sticking to an explicit theory of change. The impact sheet to this article can be accessed at 10.6084/m9.figshare.16610113.

Some Effects of the Teacher Development Program in Victoria

1982 ◽  
Vol 26 (1) ◽  
pp. 86-98 ◽  
Author(s):  
Lawrence Ingvarson
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Development ◽  
Development Program ◽  
Medium Term ◽  
Tertiary Institutions ◽  
Factors Influencing ◽  
The Impact

The study traces changes in teachers’ views of in-service education during the first three years of the Development Program initiated by the Schools Commission in 1974. It also examines the impact of in-service in relation to other factors influencing change and professional development. The findings are discussed in relation to the recent National Inquiry into Teacher Education, the Auchmuty Report, which recommends an increase in the amount of in-service education available to teachers, particularly that which tertiary institutions might provide through a formal, credentialized system of medium-term courses. It is argued that the evidence of the survey points to the importance of strengthening, instead, informal systems of in-service education provision which enable teachers to help and learn from each other.

scholarly journals Desenvolvimento de Professores e Aprendizagem dos seus Estudantes

2017 ◽  
Vol 10 (2) ◽  
pp. 130
Author(s):  
Analúcia D. Schliemann ◽  
David W. Carraher ◽  
Montserrat Teixidor-i-Bigas
Keyword(s):  
Teacher Development ◽  
Mathematics Curriculum ◽  
Graphical Representation ◽  
Development Program ◽  
Classroom Teaching ◽  
Early Algebra ◽  
Classroom Discussions ◽  
The Impact ◽  
Physical Quantities ◽  
Mathematics Teacher Development

Este estudo descreve e avalia o impacto de um programa para o desenvolvimento de professores de matemática que (a) enfatiza álgebra, funções e suas várias representações como elementos de integração e aprofundamento de tópicos do currículo de matemática, (b) salienta a integração entre a notação algébrica, a representação gráfica e as relações entre quantidades físicas e (c) promove o ensino de conceitos e representações matemáticas através de discussões em sala de aula, a partir do raciocínio e representações intuitivas propostas pelos alunos. A contribuição do programa é analisada em termos de mudanças em sala de aula e resultados dos alunos em testes padronizados de avaliação no estado. Palavras-chave: Desenvolvimento de Professores. Álgebra. Funções. Ensino Fundamental. Álgebra Inicial.AbstractThis paper describes and evaluates the impact of a mathematics teacher development program that (a) highlights algebra, functions, and their representations as a thread that unifies and deepens the content of the mathematics curriculum, (b) emphasizes the integration among algebra notation, graphical representation, and relationships between physical quantities, and (c) promotes the teaching of mathematical content and representations through classroom discussions, taking into account the reasoning and intuitive representations proposed by students. The contribution of the program is analyzed in terms of changes in classroom teaching and students’ results in state mandated standard tests.Keywords: Teacher Development. Algebra. Functions. Middle School. High School. Early Algebra.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

2007 ◽  
Vol 30 (4) ◽  
pp. 53
Author(s):  
D. Richardson ◽  
I. Silver ◽  
A. Dionne
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Program Effectiveness ◽  
Teaching Practice ◽  
Journal Club ◽  
Development Program ◽  
Faculty Development Program ◽  
Stepping Stones ◽  
Certificate Program ◽  
The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

Systematic review methodology for development: An example from microfinance

2018 ◽  
Vol 43 (1) ◽  
pp. 65-77 ◽  
Author(s):  
Carina Van Rooyen ◽  
Ruth Stewart ◽  
Thea De Wet
Keyword(s):  
Systematic Review ◽  
International Development ◽  
Health Sector ◽  
Evidence Based ◽  
Systematic Review Methodology ◽  
Development Interventions ◽  
The Us ◽  
Sub Saharan ◽  
The Impact ◽  
Evidence Based Decision Making

Big international development donors such as the UK’s Department for International Development and USAID have recently started using systematic review as a methodology to assess the effectiveness of various development interventions to help them decide what is the ‘best’ intervention to spend money on. Such an approach to evidence-based decision-making has long been practiced in the health sector in the US, UK, and elsewhere but it is relatively new in the development field. In this article we use the case of a systematic review of the impact of microfinance on the poor in sub-Saharan African to indicate how systematic review as a methodology can be used to assess the impact of specific development interventions.

33 An Evidence Based Laser Therapy Algorithm for the Treatment of Burn Scars

2021 ◽  
Vol 42 (Supplement_1) ◽  
pp. S26-S27
Author(s):  
Rajiv Sood
Keyword(s):  
Laser Treatment ◽  
Laser Therapy ◽  
Co2 Laser ◽  
Statistical Significance ◽  
Evidence Based ◽  
Baseline Measurement ◽  
Burn Scar ◽  
Therapy Algorithm ◽  
Laser Treatments ◽  
The Impact

Abstract Introduction Hypertrophic scarring after burn injury can be extremely painful, cause profound itching, and affect the way patients view themselves and how the outside world perceives them. We have utilized laser therapy as a modality for scar modulation for our patients since 2013. In 2014, we initiated and completed a prospective IRB approved study to evaluate the outcome of scars treated with fractional CO2 laser therapy (FLT) utilizing objective and subjective tools. Recently, we have completed a prospective study evaluating the use of pulse dye laser (PDL) therapy and the impact on post-burn pruritis. In reviewing the outcomes from these two studies, we have developed an evidence-based laser therapy algorithm for burn scar management. Methods The FLT study entailed a series of three CO2 laser treatments minimally 4–6 weeks apart with scar measurements and POSAS form completion performed prior to each laser treatment and four weeks after the last FLT. Scar measurements that included color, pliability, and scar thickness; and completion of the POSAS form were obtained prior to each laser therapy session and four weeks after the third laser treatment. The measurements of color, pliability, and scar thickness were measured with the Colorimeter, Cutometer, and ultrasound. The PDL study utilized the 5-D Itch scale to evaluate post-burn pruritis. A baseline measurement was obtained prior to any laser treatments. Each patient underwent two PDL sessions and a 5-D itch scale was completed four to six weeks after the second PDL session. The baseline measurement was then compared to the final 5-D itch scale measurement. Results Data from the FLT study is in Table 1 and shows that there were statistically significant improvements in the Patient and Observer POSAS scores, patient rated Itch score, scar thickness, and measured skin density. Changes to patient rated scar pain, scar color, and pliability were noted but were not of statistical significance. Data from the PDL study is in Table 2 and shows a statistically significant decrease in the treated patients’ post-burn pruritis. Conclusions In reviewing the outcomes of these two studies, we have developed an algorithm based on our studies. All of our patients undergoing laser therapy receive two PDL sessions that are four to six weeks apart followed by 3 FLT sessions. The use of both PDL and FLT decreases post-burn pruritis, decreases scar thickness, decreases pain, and increases patient satisfaction as shown in our research.

scholarly journals When and why do people act on flawed science? Effects of anecdotes and prior beliefs on evidence-based decision-making

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Audrey L. Michal ◽  
Yiwen Zhong ◽  
Priti Shah
Keyword(s):  
Educational Interventions ◽  
Evidence Based ◽  
Prior Beliefs ◽  
Learning Experiment ◽  
Apply Research ◽  
Evidence Quality ◽  
The Media ◽  
The Impact ◽  
Learning Interventions

AbstractToday’s citizens are expected to use evidence, frequently presented in the media, to inform decisions about health, behavior, and public policy. However, science misinformation is ubiquitous in the media, making it difficult to apply research appropriately. Across two experiments, we addressed how anecdotes and prior beliefs impact readers’ ability to both identify flawed science and make appropriate decisions based on flawed science in media articles. Each article described the results of flawed research on one of four educational interventions to improve learning (Experiment 1 included articles about having a tidy classroom and exercising while learning; Experiment 2 included articles about using virtual/augmented reality and napping at school). Experiment 1 tested the impact of a single anecdote and found no significant effect on either participants’ evidence evaluations or decisions to implement the learning interventions. However, participants were more likely to adopt the more plausible intervention (tidy classroom) despite identifying that it was unsupported by the evidence, suggesting effects of prior beliefs. In Experiment 2, we tested whether this intervention effect was driven by differences in beliefs about intervention plausibility and included two additional interventions (virtual reality = high plausible, napping = low plausible). We again found that participants were more likely to implement high plausible than low plausible interventions, and that evidence quality was underweighed as a factor in these decisions. Together, these studies suggest that evidence-based decisions are more strongly determined by prior beliefs than beliefs about the quality of evidence itself.

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

Sign in / Sign up

Export Citation Format

Share Document