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

Teacher Development ◽

Large Scale ◽

Development Process ◽

Stakeholder Analysis ◽

Development Program ◽

Development Project ◽

Theory Of Change ◽

Determination Process ◽

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.

Finding Rigor Within a Large-Scale Expansion of Preschool to Test Impacts of a Professional Development Program

AERA Open ◽

10.1177/2332858420975399 ◽

2020 ◽

Vol 6 (4) ◽

pp. 233285842097539

Author(s):

Natalia M. Rojas ◽

Pamela Morris ◽

Amudha Balaraman

Keyword(s):

Large Scale ◽

Development Program ◽

Site Quality ◽

Small Scale ◽

Teacher Qualifications ◽

Universal Preschool ◽

Efficacy Trials ◽

Math Practices ◽

Achieving high-quality preschool at scale is challenging; to do so likely entails a combination of program standards, teacher qualifications and compensation, on-site quality monitoring, and professional development (PD). This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of the nation’s largest school districts. We leverage the opportunity provided by a “natural experiment” to estimate PD’s effects that embeds an evidence-based math curriculum in interdisciplinary units of study with coaching support on teacher math practices. A total of 95 schools participated in this study (51 treatment and 44 comparison schools). Treatment sites implemented more teacher-led math activities for a longer period compared to control sites. The size and magnitude of the impacts of a curriculum and PD program implemented at scale were comparable to results from studies of small-scale efficacy trials.

Some Effects of the Teacher Development Program in Victoria

Australian Journal of Education ◽

10.1177/000494418202600107 ◽

1982 ◽

Vol 26 (1) ◽

pp. 86-98 ◽

Cited By ~ 3

Author(s):

Lawrence Ingvarson

Keyword(s):

Teacher Education ◽

Teacher Development ◽

Development Program ◽

Medium Term ◽

Tertiary Institutions ◽

Factors Influencing ◽

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.

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

International Journal of Music Education ◽

10.1177/0255761420986220 ◽

2021 ◽

pp. 025576142098622

Author(s):

Hal Abeles ◽

Lindsay Weiss-Tornatore ◽

Bryan Powell

Keyword(s):

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.

Internationalizing teacher education curricula: opportunities for academic staff development

On the Horizon ◽

10.1108/oth-07-2017-0053 ◽

2018 ◽

Vol 26 (2) ◽

pp. 157-169

Author(s):

Mónica Lourenço

Keyword(s):

Staff Development ◽

Global Education ◽

Teacher Educators ◽

Teaching Practice ◽

Academic Staff ◽

Development Program ◽

Content Type ◽

Academic Staff Development ◽

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

Neither the frying pan nor the fire: In search of a balanced authentic e-learning design through an educational design research process

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v15i2.1705 ◽

2014 ◽

Vol 15 (2) ◽

Cited By ~ 6

Author(s):

Hanna Teräs ◽

Jan Herrington

Keyword(s):

Design Research ◽

Development Program ◽

Research Process ◽

Learning Program ◽

Educational Design ◽

Educational Design Research ◽

E Learning ◽

Teaching Faculty ◽

<p class="Abstract"><span lang="EN-GB">Teaching in higher education in the 21st century can be a demanding and complex role and academic educators around the globe are dealing with questions related to change. This paper describes a new type of a professional development program for teaching faculty, using a pedagogical model based on the principles of authentic e-learning. The program was developed with the help of an iterative educational design research process and rapid prototyping based on on-going research and redesign. This paper describes how the findings of the evaluations guided the design process and how the impact of the measures taken was in turn researched, in order to eventually identify and refine design principles for an authentic e-learning program for international teaching faculty professional development.</span></p>

“Education Abroad” for International Student Advisors: What is the impact on their professional development?

Journal of International Students ◽

10.32674/jis.v9i1.258 ◽

2019 ◽

Vol 9 (1) ◽

pp. 306-319 ◽

Cited By ~ 1

Author(s):

Wei Liu

Keyword(s):

International Education ◽

Comparative Research ◽

International Student ◽

Development Program ◽

Study Abroad Programs ◽

Education Abroad ◽

Education Professionals ◽

Staff Members ◽

It is generally agreed that participating in study abroad programs, even short term, has positive impacts on students. But what would be the impact of an “education abroad” opportunity for staff members in international education? Reported in this paper is a 3-month long professional development program in a Canadian university for 52 international student advisors from 51 different Chinese institutions. Based on data from a survey and their comparative research reports, the study aims to glean the impacts of such an education abroad opportunity for international education professionals after their exposure to a different national context and different practices in international education. Findings of this study show that international comparison can serve as an effective approach to the professional development of international education professionals which enhances their historical, contextual and cultural understanding of their own work.

Hastening slowly: insights about teacher development from an evaluation of courses at the WCED’s Cape Teaching and Leadership Institute

Journal of Education ◽

10.17159/i61a06 ◽

2015 ◽

Author(s):

Susan Meyer ◽

Lydia Abel

Keyword(s):

Teacher Development ◽

Professional Learning ◽

Teaching And Learning ◽

School Level ◽

Western Cape ◽

Leadership Institute ◽

Service Training ◽

Education Administrators ◽

In the area of teacher professional development, South African education administrators face the challenge of reconciling two imperatives that have entirely different implications for programme time frames and budgets. On the one hand, there is an urgent need to improve the pedagogic content knowledge of many teachers to improve the overall standard of teaching and learning in the public school system. Considering the scale and urgency of the matter, centralised course-based in-service training seems to be the only affordable alternative. On the other hand, researchers have long warned that once-off course-based training on its own has limited impact on teachers’ practice, and has to be accompanied by further professional support in the school and classroom, or be abandoned in favour of more enduring professional learning communities. The Western Cape Education Department (WCED) has grappled with this dilemma in the Department’s various professional development initiatives for teachers, a mainstay of which is the training offered by the Cape Teaching and Leadership Institute (CTLI). This paper presents some of the data and findings from an external evaluation that ORT SA CAPE conducted in 2011–2012 of courses offered by the WCED at the CTLI. The hierarchy of INSET outcomes proposed by Harland and Kinder (1997) was applied to record changes in the practice of 18 teachers at eight schools. The progress of five of the teachers is discussed to illustrate the interplay between school-level factors and the experiences of individual teachers which influenced the impact of CTLI training on their teaching.

The evaluation of Suchana, a large-scale development program to prevent chronic undernutrition in north-eastern Bangladesh

10.21203/rs.3.rs-15632/v2 ◽

2020 ◽

Author(s):

Nuzhat Choudhury ◽

Mohammad Jyoti Raihan ◽

S M Tanvir Ahmed ◽

Kazi Eliza Islam ◽

Vanessa Self ◽

...

Keyword(s):

Large Scale ◽

Development Program ◽

Cluster Randomized Trial ◽

Baseline Survey ◽

Poor People ◽

Poor Households ◽

Service Delivery Systems ◽

Administrative Unit ◽

Cluster Randomized ◽

Abstract Evidence of the impact of community-based nutrition programs is uncommon for two main reasons: the lack of untreated controls, and implementation does not account for the evaluation design. Suchana is a large-scale program to prevent malnutrition in children in Sylhet Division, Bangladesh by improving the livelihoods and nutrition knowledge of poor and very poor households. Suchana is being implemented in 157 unions, the smallest administrative unit of government, in two districts of Sylhet. Suchana will deliver a package of interventions to poor people in about 40 randomly selected new unions annually over four years, until all are covered. All beneficiaries will receive the normal government nutrition services. For evaluation purposes the last 40 unions will act as a control for the first 40 intervention unions. The remaining unions will receive the program but will not take part in the evaluation. A baseline survey was conducted in both intervention and control unions; it will be repeated after three years to estimate the impact on the prevalence of stunted children and other indicators.This stepped wedge design has several advantages for both the implementation and evaluation of services, as well as some disadvantages. The units of delivery are randomized, which controls for other influences on outcomes; the program supports government service delivery systems, so it is replicable and scalable; and the program can be improved over time as lessons are learned. The main disadvantages are the difficulty of estimating the impact of each component of the program, and the geographical distribution of unions, which increases program delivery costs. Stepped implementation allows a cluster randomized trial to be achieved within a large-scale poverty alleviation program and phased-in and scaled-up over a period of time. This paper may encourage evaluators to consider how to estimate attributable impact by using stepped implementation, which allows the counterfactual group eventually to be treated.

Repetita Iuvant? A Repeated Randomized Controlled Trial on the Effectiveness of an At-Scale Teacher Professional Development Program

Evaluation Review ◽

10.1177/0193841x211055354 ◽

2021 ◽

pp. 0193841X2110553

Author(s):

Giovanni Abbiati ◽

Gianluca Argentin ◽

Andrea Caputo ◽

Aline Pennisi

Keyword(s):

Teacher Collaboration ◽

Program Implementation ◽

Program Effectiveness ◽

Controlled Trial ◽

Development Program ◽

Professional Development Program ◽

Small Scale ◽

Randomized Controlled ◽

Background A recent stream of literature recognizes the impact of good/poor implementation on the effectiveness of programs. However, implementation is often disregarded in randomized controlled trials (RCTs) because they are run on a small scale. Replicated RCTs, although rare, provide a unique opportunity to study the relevance of implementation for program effectiveness. Objectives Evaluating the effectiveness of an at-scale professional development program for lower secondary school math teachers through two repeated RCTs. Research Design The program lasts a full school year and provides innovative methods for teaching math. The evaluation was conducted on two cohorts of teachers in the 2009/10 and 2010/11 school years. The program and RCTs were held at scale. Participating teachers and their classes were followed for 3 years. Impact is estimated by comparing the math scores of treatment and control students. Subjects The evaluation involved 195 teachers and their 3940 students (first cohort) and 146 teachers and their 2858 students (second cohort). Measures The key outcome is students’ math achievement, measured through standardized assessment. Results In the first wave, the program did not impact on students’ achievement, while in the second wave, a positive, persistent, and not insignificant effect was found. After excluding other sources of change, different findings across waves are interpreted in the light of improvements in the program implementation, such as enrollment procedure, teacher collaboration, and integration of innovation in daily teaching. Conclusions Repeated assessment of interventions already at-scale provides the opportunity to better identify and correct sources of weak implementation, potentially improving effectiveness.

Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs - Advances in Higher Education and Professional Development ◽

Target Inquiry

10.4018/978-1-5225-3068-8.ch021 ◽

2017 ◽

pp. 383-416

Author(s):

Tanya Gupta ◽

Deborah Herrington ◽

Ellen J. Yezierski

Keyword(s):

Teacher Development ◽

Science Teachers ◽

Effective Teacher ◽

Teacher Experiences ◽

Study Approach ◽

Change In Teacher Practice ◽

Teacher Professional ◽

Researchers have identified several features of effective teacher professional development. Yet, there is little research on long-term Professional Development (PD) programs that provides information on the impact of such programs on in-service teacher experiences and practice during long-term PD. A qualitative case-study approach was used to investigate the impact of the Target Inquiry (TI), a long-term PD program, on change in teacher practice and the factors that support or impede these changes. The TI program is for science teachers who wish to earn a Master of Education focused on advanced content or to complete a 15-credit certificate program. Bell & Gilbert's model of teacher development and Spillane's model of teacher enactment of reforms were used as a frameworks to examine change. Teachers reported that participating in long-term PD, when combined with the necessary tools, resources, and strategies empowered them to embrace an inquiry-based practice.