scholarly journals Teachers learning to apply neuroscience to classroom instruction: case of professional development in British Columbia

2019 ◽  
pp. 1-18 ◽  
Author(s):  
Yuen Sze Michelle Tan ◽  
Joshua Johnstone Amiel
Keyword(s):  
Professional Development ◽  
British Columbia ◽  
Classroom Instruction

Implementing the Professional Standards for Teaching Mathematics: Learn from Your Students

1992 ◽  
Vol 85 (8) ◽  
pp. 656-659
Author(s):  
Margaret A. Farrell
Keyword(s):  
Professional Development ◽  
Classroom Instruction ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Teaching Standards ◽  
Professional Development Of Teachers ◽  
Professional Teaching Standards ◽  
Professional Teaching ◽  
Individual Commitment

The next four articles in this department address issues related to four of the six standards in the section of the Professional Teaching Standards (NCTM 1991) titled “Standards for the Professional Development of Teachers of Mathematics.” The series will pay particular attention to the ways in which these standards affect the in-service teacher of mathematics, whose ongoing professional development depends. to a large extent, on individual commitment, reflection, and action. We hope that these articles will furnish a basis from which teachers can begin to examine and improve their own classroom instruction.

An Investigation into Objective-based English Listening and Speaking Instruction

2017 ◽  
Vol 7 (5) ◽  
pp. 371
Author(s):  
Ying Pan
Keyword(s):  
Professional Development ◽  
Classroom Instruction ◽  
Professional Competence ◽  
Effective Instruction ◽  
English Teachers ◽  
Current Situation ◽  
College English ◽  
Instructional Objectives ◽  
Teachers Professional Development ◽  
Listening And Speaking

Based on the theories of instructional objectives, this research investigates the current situation of teachers’ attitude toward objectives, how English teachers design objectives and how they facilitate the attainment of objectives in College English listening and speaking class. This research aims to arouse teachers’ awareness of objectives in College English listening and speaking classroom instruction and restate the importance of objectives for effective instruction. Meanwhile, the investigation also aims to presents problems existing in teachers’ professional competence, especially in objective design before class and promotion in classroom instruction to provide clues for teachers’ professional development.

scholarly journals Rapid Implementation and Evaluation of Virtual Health Training in a Subspecialty Hospital in British Columbia, in Response to the COVID-19 Pandemic

2021 ◽  
Vol 9 ◽  
Author(s):  
Kasra Hassani ◽  
Theresa McElroy ◽  
Melissa Coop ◽  
Joelle Pellegrin ◽  
Wan Ling Wu ◽  
...  
Keyword(s):  
Professional Development ◽  
British Columbia ◽  
Quality Improvement ◽  
Core Competencies ◽  
Online Training ◽  
Online Support ◽  
Previous Exposure ◽  
Support Materials ◽  
Specialty Hospitals ◽  
Training And Support

Introduction: Adoption of virtual health (VH) solutions in healthcare has been challenging; this changed rapidly after implementation of physical distancing measures due to the COVID-19 pandemic. In response to the pandemic, British Columbia's Children's and Women's sub-specialty hospitals rapidly trained and scaled up support to equip staff and clinicians to use VH.Methods: Ninety-minute live online training workshops and frequently updated online support materials were offered for 6 weeks. Training was monitored via feedback collected at training sessions and a brief post-training survey. After training completion, a second survey was circulated to measure utilization outcomes and experiences with VH.Results: Eight hundred and ninety-five participants representing 82% of staff requiring support were trained through 101 sessions; 348 (38.9%) and 272 (30.4%) responses were collected for the monitoring and outcome surveys, respectively. Overall, 89% agreed that training was relevant to their needs; participants indicated average 58.1% (SD = 26.6) and 60.6% (SD = 25.2) increase in knowledge and confidence in VH after training; 90.1% had booked or conducted VH sessions. Increase in confidence was more pronounced in participants with lesser previous exposure to VH, but number of sessions conducted post-training and percentage of successful sessions were independent of previous exposure. For future training and support, participants suggested subject-tailored trainings, asynchronous trainings, and availability of experienced users.Discussion: Training is key to success of VH implementation. Moving forward, core competencies in VH should be developed to support standardization and allow for evaluation and quality improvement. Incorporation of VH training in continuous professional development and onboarding is also highly recommended.

scholarly journals The Digital Story: Designing Professional Development in Technology Integration for Teachers

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Berta Hayes Capo
Keyword(s):  
Professional Development ◽  
High School ◽  
Technology Integration ◽  
Activity Theory ◽  
High School Teachers ◽  
Classroom Instruction ◽  
South Florida ◽  
Lesson Design ◽  
School Teachers ◽  
Digital Story

A series of three professional development lessons were produced to teach high school teachers how to create their own content specific digital stories for use in their classroom instruction. A systems design method was employed to design the original lesson and also to design the final three lessons. The teachers were local high school teachers of one South Florida high school. The design approach for the lessons was grounded in activity theory. According to a description of activity theory by Jonassen, Tessmer, and Hannum (1999) the subjects use tools to transform objects in order to reach a learning outcome.  School leadership and representative teachers expressed a need for technology integration in classroom instruction.  Important shortcomings of the original lesson design were that adult learning theory was overlooked. Additionally, the main goal of the lesson was sacrificed to accommodate time constraints, and some of the images provided to complete the lesson contained the wrong aspect ratio. Adults require “self-direction” (Knowles, 1998), and the original lesson design afforded the participating adults little control over the construction process of their digital story. These shortcomings resulted in a need for a redesign of the lesson into three lessons. Furthermore, the final product became a series of three print-based lessons, to be distributed via compact disc to teachers for the upcoming school year.

scholarly journals Exploratory study of the effectiveness of a professional development program on the academic achievement and classroom behavior of students with Fetal Alcohol Spectrum Disorder in British Columbia, Canada

2014 ◽  
Vol 3 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Erica Clark ◽  
M. Anne George ◽  
Cindy Hardy ◽  
Wendy A. Hall ◽  
Peter D. MacMillan ◽  
...  
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
British Columbia ◽  
Fetal Alcohol Spectrum Disorder ◽  
Classroom Behavior ◽  
Development Program ◽  
Professional Development Program ◽  
Spectrum Disorder ◽  
Fetal Alcohol ◽  
Fetal Alcohol Spectrum

Clark, E., George, M., Hardy, C., Hall, W., MacMillan, P., Wakabayashi, S., & Hughes, K. (2014). Exploratory study of the effectiveness of a professional development program on the academic achievement and classroom behavior of students with Fetal Alcohol Spectrum Disorder in British Columbia, Canada. The International Journal Of Alcohol And Drug Research, 3(1), 25-34. doi:10.7895/ijadr.v3i1.119Aim: Exploratory assessment of a professional development program for teachers supporting students with Fetal Alcohol Spectrum Disorder (FASD).Design: A mixed-method research design, using qualitative descriptive and quasi-experimental methods, was employed.Setting: The study occurred in selected public elementary schools in a British Columbia school district.Participants: Elementary school teachers and students with FASD.Measures: For the quasi-experimental component, the Behavior Assessment System for Children, 2nd edition (BASC-2) Teacher Rating Scale (TRS), and Student Observation System assessed classroom behavior. The Curriculum-Based Measure (CBM) assessed reading, writing, and mathematics skills of children with FASD. Inductive thematic analysis was used to derive themes from teachers’ interviews.Findings: A statistically significant improvement in intervention students’ classroom behavior was observed. An improvement of moderate effect size was seen for academic achievement, although the changes were not statistically significant. Teachers reported that the professional development program changed their teaching practice. Intervention teachers described how they redefined students’ behaviors and adapted their teaching practice to accommodate students’ neurological deficits.Conclusions: The results provide preliminary support for the effectiveness of the professional development program for elementary school teachers teaching students with FASD. Further research is needed with a larger sample size to reduce type II error. 

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