Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning

2010 ◽  
Vol 111 (1) ◽  
pp. 7-34 ◽  
Author(s):  
Gina Biancarosa ◽  
Anthony S. Bryk ◽  
Emily R. Dexter
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Value Added ◽  
Collaborative Professional Development ◽  
Literacy Collaborative

Under a growth-centered accountability system: A job demand and resource perspective for physical educators

2021 ◽  
pp. 1356336X2110031
Author(s):  
Tan Zhang
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Student Learning ◽  
Job Demands ◽  
Work Life ◽  
Working Environment ◽  
Physical Educators ◽  
Teacher Accountability ◽  
Accountability System ◽  
Sampling Procedures

The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student learning growth for teacher evaluation. A group of 51 certified physical educators was selected from the sampled schools. Data were collected from three sources: an online survey, in-school observations, and semi-structured interviews. The survey and observations cross-validated data related to job description, workload, general working environment, and demographic information. The interviews detailed the teachers’ accounts about their work life, perceptions of the job demands, and resources under the teacher accountability system. Inductive analysis revealed that the lack of critical job resources, especially curricular supports, equipment, and professional development, limited the teachers from promoting student learning that the teacher accountability system required. Teachers were subjected to immense job demands, specifically a large body of content knowledge to teach with shrinking instruction time and ambiguous role. They also felt pressured to incorporate reading, writing, and mathematics in physical education lessons with little or no curricular support. For teachers to teach physical education successfully in this accountability context, systemic changes are needed to provide teachers with adequate professional development and curricular resources to promote learning in physical education.

scholarly journals THE PECULIARITIES OF ENHANCING PROFESSIONAL COMPETENCE OF FOREIGN LANGUAGE LECTURERS IN THE USA

2021 ◽  
pp. 12-20
Author(s):  
Жанна Баб’як ◽  
Наталія Щур
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Professional Learning ◽  
Technical Assistance ◽  
Professional Competence ◽  
Time Frame ◽  
Learning Needs ◽  
Smart Goals ◽  
The Usa ◽  
The Individual

The article deals with studying the American experience of educator professional development. To carry out this research the following methods have been applied: content analysis, systematization and theoretical generalization of scientific literature, standards, technical assistance documents and samples of the individual professional development plan (IPDP) for educators. Having conducted the research, the following results and conclusions have been drawn. The primary goal for professional learning is to help educators develop and apply the knowledge and skills necessary to help students to learn foreign languages more effectively and efficiently. Therefore, the planning and designing of professional learning include defining the SMART goals of professional learning drawn from analysis of student and educator learning needs, which are determined by examining data on student learning outcomes. To achieve these goals those who are responsible for professional learning should select the appropriate job-embedded and external forms of professional learning, which allow the educators to satisfy student learning needs, bridge the knowing-doing gap and integrating new ideas and skills into practice. An IPDP is a tool serving as a guide for the professional learning. IPDP enables educators to chart their goals and to plan learning activities that improve their competencies in order to enhance their students’ performance. Completing the IPDP includes setting the goals based on student learning needs, deciding on the professional methods/strategies, tapping possible resources, setting the time-frame, identifying success indicators. After having been accomplished, the IPDP is evaluated by the person in charge. Evaluation of professional learning provides the opportunity to monitor the process of embedding the new learning into practices by observing and assessing changes in educator practice and increases in student learning.

Enhancing Student-Driven Learning Strategies by Examining the Faculty Conceptions of Teaching

2017 ◽  
pp. 300-317
Author(s):  
Despina Varnava Marouchou
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Curriculum Design ◽  
Teaching Practices ◽  
Level Of Detail ◽  
Critical Examination ◽  
Policy Makers ◽  
Conceptions Of Teaching

Despite the extensive interest demonstrated by academics and policy makers, and the vast amount of information written, during the past twenty years or so, in the area of student learning, very little of what has been written has been transformed into solid policies and practices, “the discourse advocates for learning, but seldom gets down to the level of detail” (Weimer 2002, p. xii). By making instructors aware of their own conceptions of teaching they will be informed of how such conceptions influence their teaching practices. Thus, a critical examination of the conceptions of teaching can initiate adjustments directed towards a reform-based perspective, leading to student driven learning strategies. In this chapter the findings of the conceptions of teaching identified by a group of lecturers in a small university are discussed, secondly, the possibility of a relation between the lecturers' conceptions of teaching and student-driven learning strategies are outlined and thirdly, the importance of taking these issues into consideration, when exploring learning environments, learning outcomes, curriculum design and the professional development of academics.

TIPs to Maximize Meaningful Professional Development Programs and Initiatives

2017 ◽  
pp. 593-615
Author(s):  
Stephanie L. Sanders ◽  
Mark P. Orbe
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Development Program ◽  
Value Added ◽  
Diversity Education ◽  
Development Programs ◽  
Relational Dialectics Theory ◽  
Study Approach ◽  
Professional Development Programs

At no other time in higher education have scholar researchers been called to demonstrate the value added of theoretically grounded diversity education. This signals the need for higher education to make deeper linkages between diversity education, learning outcomes and academic mission statements. By highlighting a few “TIPs” - attempts to move “theory into practice,” - the authors seek to answer the call to action. Through a case study approach the authors highlight a professional development program that fosters interactional diversity and serves as a catalyst for increasing awareness, mindfulness and positive organizational change. First, a diversity education initiative at a large mid-western university referred to as “The Institute” is described. Second, the theoretically grounded frameworks of anxiety/uncertainty management and relational dialectics theory is presented. Finally, the case study concludes by advocating for more robust professional development programs and initiatives that positively impact organizations. Implications for organizational leaders are discussed.

You Had to be There

2010 ◽  
pp. 57-71
Author(s):  
Kevin O’Neill ◽  
Sheryl Guloy
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Student Learning ◽  
Observational Data ◽  
Classroom Observations ◽  
Pilot Program ◽  
Secondary Social Studies

This chapter makes the case that to fully realize the potential of telementoring for supporting student learning in P-12 schools, teachers and program developers should invest effort in a practice that they traditionally have not – routine observations of how telementoring programs play out in classrooms. Using observational data from a pilot program for secondary social studies called “Compassionate Canada?” we illustrate how classroom observations can enable program designers to ask better questions about how a program is working, and why. We also discuss contributions that classroom observations may enable teacher to make to program refinement and professional development.

Assessment in Authentic Environments

2012 ◽  
pp. 32-57
Author(s):  
Thomas C. Hammond ◽  
R. Curby Alexander ◽  
Alec M. Bodzin
Keyword(s):  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Instructional Strategy ◽  
Value Added ◽  
Student Learning Outcomes ◽  
Validity And Reliability ◽  
Research Questions ◽  
Conducting Research ◽  
K 12

The TPACK framework provides researchers with a robust framework for conducting research on technology integration in authentic environments, i.e., intact classrooms engaged in standards-aligned instruction. Researchers who wish to identify the value added by a promising technology-supported instructional strategy will need to assess student learning outcomes in these environments; unfortunately, collecting valid and reliable data on student learning in classroom research is extremely difficult. To date, few studies using TPACK in K-12 classrooms have included student learning outcomes in their research questions, and researchers are therefore left without models to guide their development, implementation, and analysis of assessments. This chapter draws upon the literature and our own research and assessment experiences in technology-integrated, standards-aligned classroom instruction to give examples and advice to researchers as they develop, analyze, and write up their observations of student learning outcomes. In particular, we focus on standard items, specifically multiple choice items, as an accepted (if limited) method for assessing student understanding. We seek to fill an existing gap in the literature between assessment advice for educational psychologists (who typically work outside of classroom settings) and advice given to teachers (who have lower thresholds for issues such as validity and reliability). Classroom researchers will benefit from this advice to develop, validate, and apply their own objective assessments. We focus on the content areas of science and social studies, but this advice can be applied to others as well.

From Pixels to Picture

2021 ◽  
pp. 1-24
Author(s):  
Erich Sneller
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Decision Making ◽  
Prosocial Behavior ◽  
Student Learning ◽  
Well Being ◽  
Student Feedback ◽  
Personal Health ◽  
Teachers Professional Development ◽  
Immense Potential

This chapter addresses a framework and the associated methods by which curious teachers can grow their leadership in their classrooms, schools, and communities. In particular, attention to teachers' professional development in the following areas are examined: teacher-generated student goals, clarity of student learning, soliciting student feedback, and well-being practices for teachers. When these areas are at the center of a teacher and a school's decision-making process, students' academic achievement, personal health, and prosocial behavior have immense potential to improve.

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