Place-Based Randomized Trials to Test the Effects on Instructional Practices of a Mathematics/ Science Professional Development Program for Teachers

This study examines the potential effect of Shaping the Way We Teach English, a teacher professional development program, on Jordanian English as a foreign language (EFL) teachers’ instructional practices. The participants of the study are 20 Jordanian EFL teachers selected from 14 public schools in North Ghour Directorate of Education in the first semester of the academic year 2018/2019. Observations of the participants, along the seven domains of classroom management, language, teaching strategies, learning strategies, assessment strategies, authentic materials, and reflection, were conducted before and after the treatment to determine whether or not the treatment has an effect on the participants’ instructional practices. Descriptive statistics were used to compare the participants’ performance before and after the treatment. The findings revealed that the participants gained on all seven domains of the observation checklist, with statistically significant differences found (at α=0.05) in their instructional practices before and after the treatment, in favor of the latter. The study concludes with pedagogical implications and recommendations for further research.

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Guiding Teachers in the Use of a Standards-Based Mathematics Curriculum: Teacher Perceptions and Subsequent Instructional Practices After an Intensive Professional Development Program

School Science and Mathematics ◽

10.1111/j.1949-8594.2012.00172.x ◽

2013 ◽

Vol 113 (1) ◽

pp. 16-28 ◽

Cited By ~ 33

Author(s):

Jennifer R. McGee ◽

Chuang Wang ◽

Drew Polly

Keyword(s):

Professional Development ◽

Teacher Perceptions ◽

Instructional Practices ◽

Mathematics Curriculum ◽

Development Program ◽

Professional Development Program

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Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity

10.51420/conf.2021.2 ◽

2021 ◽

Author(s):

John Wachen ◽

◽

Mark Johnson ◽

Steven McGee ◽

Faythe Brannon ◽

...

Keyword(s):

Professional Development ◽

Computer Science ◽

Science Teachers ◽

Belief Systems ◽

Change Agents ◽

Development Program ◽

Professional Development Program ◽

Science Professional Development ◽

Teacher Professional ◽

Teachers Perspectives

In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.

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