Professional Development Schools and Student Learning and Achievement

2011 ◽  
Vol 113 (14) ◽  
pp. 403-431
Author(s):  
Pia Lindquist Wong ◽  
Ronald David Glass
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Student Learning ◽  
Student Teachers ◽  
Skill Development ◽  
Professional Development Schools ◽  
University Professor ◽  
The University ◽  
Typical Picture ◽  
Learning And Achievement

It's a bright and sunny day at this particular elementary school, and a quick peek into classrooms reveals students busily at work, mindful of the teachers leading the day's instruction. But the typical picture conjured by this description gets disrupted with a more attentive look. These rooms are packed with people of various ages in clusters, all with their heads close together and intently working on something of interest. In some clusters, pupils and student teachers engage one another in sharply focused dialogues. In other clusters, teachers guide pupils through a series of scaffolding questions for the day's topic while the student teachers observe, in order to later discuss the lesson with the teacher and the university professor who collaboratively developed it. In yet other clusters, student teachers and pupils are paired off and are examining the pupils’ work to identify patterns of error and work on skill development.

Professional Development Schools: A Study of Change From the University Perspective

2009 ◽  
Vol 30 (4) ◽  
pp. 3-17 ◽  
Author(s):  
Julie Rainer Dangel ◽  
Caitlin McMunn Dooley ◽  
Susan Lee Swars ◽  
Diane Truscott ◽  
Stephanie Z. Smith ◽  
...  
Keyword(s):  
Professional Development ◽  
Professional Development Schools ◽  
The University

Response to Section IV: What's Needed Now: Issues of Professional Development School Accountability and Sustainability in Today's Complex Educational Environment

2011 ◽  
Vol 113 (14) ◽  
pp. 567-576
Author(s):  
Donna L. Wiseman
Keyword(s):  
Professional Development ◽  
Professional Development School ◽  
Professional Development Schools ◽  
School Accountability ◽  
Educational Environment ◽  
Teaching Profession ◽  
Working Environment ◽  
Holmes Group ◽  
The University ◽  
Practice Of Teaching

The concept of Professional Development Schools assumes that improving teaching ultimately depends on providing teachers with opportunities to contribute to the development of knowledge in their profession, to form collegial relationships beyond their immediate working environment, and to grow intellectually as they mature professionally. The idea of such collaborative sites also recognizes that the university-based research and instruction in education must have strong roots in the practice of teaching if they are to maintain their intellectual vitality and credibility with the profession. Professional Development Schools, then, would provide a structured partnership for developing the teaching profession and ultimately improving students’ learning. (Holmes Group, 1986)

Aiming for Understanding: Lessons Learned about Writing in Mathematics: Reflect and Discuss

2005 ◽  
Vol 12 (4) ◽  
pp. 192-199
Author(s):  
Susan R. O'Connell ◽  
Celia Beamon ◽  
Jennifer M. Beyea ◽  
Susan S. Denvir ◽  
Leila A. Dowdall ◽  
...  
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Instructional Strategies ◽  
Mathematical Thinking ◽  
Professional Development Schools ◽  
Lessons Learned ◽  
University Of Maryland ◽  
Writing In Mathematics ◽  
The University

Finding ways to help students effectively communicate their mathematical thinking is a challenge for teachers across the country. Through a Professional Development Schools (PDS) partnership between the University of Maryland and several elementary schools in a neighboring district, school and university partners worked together to explore, discuss, and reflect on the challenges of helping students write about mathematics. Along with gaining insights into effective instructional strategies, partners from both institutions gained a deeper appreciation for the benefits of school-university dialogue.

scholarly journals The Discourse of Partnership and the Reality of Reform: Interrogating the Recent Reform Agenda at Initial Teacher Education and Induction Levels in Ireland

2016 ◽  
Vol 6 (3) ◽  
pp. 37-58
Author(s):  
Judith Harford ◽  
Teresa O'Doherty
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Policy Development ◽  
Implementation Process ◽  
Initial Teacher Education ◽  
Regulatory Body ◽  
Reform Agenda ◽  
School Based ◽  
The University

Over the last decade, teacher education in Ireland has experienced radical reconceptualization and restructuring at both initial teacher education [ITE] and induction levels, with reform of continuous professional development now in the planning phase. The establishment of the Teaching Council (2006) as a statutory, regulatory body, with a role in the review and accreditation of teacher education, increased the visibility of and policy focus on teacher education. Significant reform of initial teacher education was announced in 2011 that included both an extension of the duration of programmes and, most notably, the period the student teachers were to be engaged in school-based professional development. This increased period has been accompanied by a shift in the understanding of what is involved in practicum and implies a redefinition of the respective roles of the university and the school, and the development of a new form of partnership between both agencies. The period of induction and probation has also become an area of reform with an emphasis on school-based coaching and the evaluation of newly qualified teachers, which devolves decisions on teachers’ full recognition and membership of the profession, to principals and colleagues.This shift, which changes the established approach to induction for primary level teachers, has resulted in the withdrawal of cooperation with this policy by the main teacher union and to the implementation process being stymied. Both policy developments bring the concept of partnership within Irish education into sharp focus: a partnership between schools and universities in ITE, but also partnership in policy development and implementation in the case of induction.

scholarly journals The university professor who builds up innovative knowledge for a complex, collaborative and dialogical practice

2013 ◽  
Vol 13 (38) ◽  
pp. 69 ◽  
Author(s):  
Jacques De Lima Ferreira ◽  
Lucymara Carpim ◽  
Marilda Aparecida Behrens
Keyword(s):  
Professional Development ◽  
Qualitative Approach ◽  
Teaching Methodology ◽  
Pedagogical Practice ◽  
Economic Practice ◽  
The Social ◽  
University Professor ◽  
Study Case ◽  
The University ◽  
The City

The considerations and reflections referred in this article are results of a qualitative approach research, as a study case, done with 15 professors who teach at a college in the city of Curitiba where majors for technologists are developed, and it also aimed at identifying the teaching methodology adopted by the educators in their pedagogical practice, and if there is any investment on their continuous education, having in mind the educational obstacles educators have been facing in this new century. In the discussions, the investigating process took into account the challenges demanded by the adoption of an innovative, dialogical and cooperative educational attitude which, in a participative and critical manner, needs the adoption of strategies that stimulate the creativity, construction and reconstruction of meaningful knowledge. In that innovative context, the educator must consider the social, political and economic practice. Thus, the educator must adopt a new complexity paradigm (MORIN, 2000, 2001, 2009), in which the educational and methodological process require a proactive attitude in the sense of investing in his/her continuous professional development, especially when it comes to pedagogical practice, using technological resources in the benefit of a collaborative and mediating educational action. 

scholarly journals Editorial 17.1

2020 ◽  
Vol 17 (1) ◽  
pp. 2-3
Author(s):  
Alisa Percy ◽  
Jo-Anne Kelder ◽  
Keyword(s):  
Professional Development ◽  
Web 2.0 ◽  
Student Learning ◽  
Teaching And Learning ◽  
Skill Development ◽  
Learning Processes ◽  
Web 2.0 Technologies

Welcome to the first standard issue of JUTLP for 2020. In this issue, we have seven papers from across the globe, including Australia, Scandinavia, China, Cyprus, Indonesia and Malaysia, covering professional development for sessional teachers, the use of Web 2.0 technologies in teaching and learning, active pedagogies, student learning processes and skill development, and Students as Partners.

scholarly journals Differensiert undervisning for høytpresterende elever med stort læringspotensial

2016 ◽  
Vol 10 (2) ◽  
pp. 212-234 ◽  
Author(s):  
Lisbeth M Brevik ◽  
Ann Elisabeth Gunnulfsen
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Teacher Professional Development ◽  
High Potential ◽  
Education Student ◽  
Teacher Education Student ◽  
Teacher Professional ◽  
The Right ◽  
University Of Oslo ◽  
The University

Tilpasset opplæring er et sentralt prinsipp i norsk skole og innebærer at alle elever har krav på differensiert undervisning. Samtidig er differensiering utfordrende å ivareta både for erfarne og mindre erfarne lærere. I denne artikkelen argumenterer vi for at det er viktig at lærerutdannere gir studentene både undervisning og veiledet trening om differensiering. I studien har vi bedt lærerstudenter ta utgangspunkt i elever de har hatt i sin 12-ukers praksis i ungdomsskolen eller videregående skole, og som de har opplevd som høytpresterende med stort læringspotensial. De reflekterer over spørsmål knyttet til kjennetegn ved disse elevene, samt deres mestring og behov. Studien bruker intervjudata fra 322 lærerstudenter ved Universitetet i Oslo i perioden 2013-2015. Vi diskuterer hvordan kunnskap om lærerstudenters refleksjoner om differensiering for disse elevene kan bidra til å styrke fremtidens lærerutdanning.Nøkkelord: differensiering, lærerutdanning, lærerstudenter, tilpasset opplæring, læreres profesjonsfaglig kompetanse Abstract Adapted teaching is a key principle in Norwegian school. This indicates that all students have the right to differentiation, which creates a complexity that is challenging for experienced and novice teachers alike. In this article we argue the importance of including differentiation as a topic as well as guided training in practising differentiation at campus. In this study we asked student teachers to reflect on the students in the classes they had taught for 12 weeks at the practice schools, and to characterise high potential students. The student teachers were asked to reflect on these students’ characteristics, mastery, and needs. The study includes data from interviews among 322 student teachers at the University of Oslo in 2013-2015. We discuss how knowledge about student teachers’ reflections about differentiation for high potential students, might enhance future teacher education.Key words: differentiation, teacher education, student teachers, adapted teaching, teacher professional development 

scholarly journals The Impact of Action Research on the Professional Development of Foreign Language Teaching Educators

2015 ◽  
Vol 17 (2) ◽  
pp. 276
Author(s):  
Juan Carlos Guerra Sanchez ◽  
Zoraida Rodriquez Vasquez ◽  
Claudia Patricia Diaz Mosquera
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Action Research ◽  
Student Teachers ◽  
Educational Institutions ◽  
The Public ◽  
Multiple Case ◽  
Political Dimensions ◽  
The University ◽  
The Impact

<p>In this article we report the final results of a multiple case study that brought together the experiences and reflections of student teachers, cooperating teachers and advisors about action research and its effect on their professional development.  Through observations, interviews, focus groups, and research reports analyses, the researchers recognized the personal, professional, and political dimensions that guide participants’ teaching and research actions. Findings shed some light on issues such as collaboration and engagement to keep conversations that actually connect life in schools and life at the university, and to support continuous learning for teachers. The insights we gained evidenced that the teachers, students, and administrators in the teaching program and their colleagues in the public schools need to strengthen their links through proposals of experiential learning which promote joint efforts, symmetric relationships, and expertise co-construction; thus, enabling all participants to validate their process as individuals, as members of educational institutions, and as key actors in promoting and sustaining a better society.  </p>

scholarly journals Znaczenie praktyk pedagogicznych dla zmian w obszarze kluczowych kompetencji nauczyciela edukacji przedszkolnej i wczesnoszkolnej

2018 ◽  
pp. 445-462
Author(s):  
Joanna Sikorska ◽  
Anna Schmidt
Keyword(s):  
Elementary School ◽  
Student Teachers ◽  
Opportunity To Learn ◽  
Future Teacher ◽  
Theoretical Knowledge ◽  
Remedial Action ◽  
Integrated Education ◽  
School Conditions ◽  
Integral Education ◽  
The University

The future teacher, wanting to understand the child’s needs, his pursuit of self-realization and autonomy must build himself not only on theoretical knowledge, but also learn how to use this knowledge in educational practicum. In this context, preparing student teachers “through practicum for practicum” seems to be an extremely important element of their education, because only in this way will they be able to stimulate their own development, mature professionally, but also answer the question to what extent “being a teacher” is their true calling. Student teachers, especially those who have practicum in grades 1-3 of elementary school, pay more attention to the gradual departure in many institutions from the implementation of the concept of integrated education. The information obtained by them indicates that the “modifications”of the model of this education are largely caused by anxiety caused by low results achieved by children in tests aimed at checking the effectiveness of education. Undoubtedly, this is a cause for serious concern and remedial action, however, according to our research, many students are concerned that during lectures or even laboratories, run by some specialists realizing specificsubjects, they are only passive observers and have no opportunity to learn how to, in school conditions, complementarily combine tasks from many educational areas, in accordance with the assumptions of integral education. Thus, there is a significantdiscrepancy between the tasks carried out as part of classes at the university and pedagogical practicum.The authors of the article focus on both theoretical aspects of the issues raised and the results of their own research.

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