Pink Is for Girls

2016 ◽  
Vol 19 (4) ◽  
pp. 86-101 ◽  
Author(s):  
Jennifer Martin ◽  
Jane A. Beese
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
Change Process ◽  
Organizational Capacity ◽  
Shared Vision ◽  
Educational Models ◽  
Know How ◽  
Curriculum Changes ◽  
District Improvement ◽  
Curriculum Director

Leaders must know how to use evidence to inform district decisions, particularly as decisions related to learning become standard practice, and provide professional development that builds the organizational capacity needed to support continuous and sustainable district improvement. Collaboration and implementation of a shared vision and mission facilitates the change process. In this case, the curriculum director, Mr. Cooper has developed a plan for curriculum changes in which boys and girls would be separated by classroom, and participate in distinct curriculums based on the premise that innate differences between boys and girls should drive educational models and instructional strategies designed to address the needs and strengths of each sex. This case examines the importance of fostering collaboration, passion for achievement, commitment, and trust.

scholarly journals Implementation Difficulties of Kuwait National Competency-Based Curriculum

2021 ◽  
Vol 11 (5) ◽  
pp. 151
Author(s):  
Maadi Mahdi Alajmi
Keyword(s):  
Professional Development ◽  
Instructional Technology ◽  
Instructional Strategies ◽  
National Curriculum ◽  
Educational Process ◽  
Assessment Process ◽  
Future Research ◽  
Process Use ◽  
Competency Based ◽  
And Training

The study investigates teachers' understanding and use of competency-based national curriculum in Kuwait's public education schools. A developed questionnaire survey distributed to 317 teachers and 94 supervisors. Findings indicated weaknesses in professional development and training, the assessment process, use of instructional technology, financial supplies, and teacher guides. Recommendations highlight needs of a professional development and training to supervisors and teachers on implementing the national competency-based curriculum, standards-based assessments, instructional technology, instructional strategies, and financial supplies. A future research on effects of the national competency-based curriculum on student learning, teaching performance, and outcomes of educational process is highly recommended.   Received: 26 May 2021 / Accepted: 2 August 2021 / Published: 5 September 2021

scholarly journals Exploring the Use of Learner-Centered Instruction with English Language Learners in Social Studies Classrooms

2021 ◽  
Vol 8 (2) ◽  
pp. p36
Author(s):  
Taraneh Sabouri ◽  
Chris Cale ◽  
Sunddip Panesar-Aguilar ◽  
Michelle McCraney
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Instructional Strategies ◽  
English Language ◽  
Language Learner ◽  
Social Studies Teachers ◽  
Marginal Effect ◽  
Instructional Approaches ◽  
Learner Centered

Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case study, this qualitative research involved gathering data during 1 academic year through observations and interviews of 10 teacher participants. Research data collected through observations and interviews were coded into an Excel document to assign and filter codes. A 3-day professional development opportunity and monthly follow-up sessions were the results of the analysis of data collected from interviews and classroom observations of 10 ELL social studies teachers in Grades 9-12. The results of this study may lead to positive social change if social studies teachers modify their learner-centered instructional approaches to increase students’ motivation and satisfaction in learning.

scholarly journals Professional development of sustainability competences in higher education

2017 ◽  
Vol 18 (5) ◽  
pp. 697-714 ◽  
Author(s):  
Wim Lambrechts ◽  
Elli Verhulst ◽  
Sara Rymenams
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Change Process ◽  
Organisational Change ◽  
Constructivist Approach ◽  
Content Type ◽  
Political Analysis ◽  
The Individual ◽  
The University

Purpose This paper aims to provide insights into the relation between professional development (PD) and organisational change processes towards sustainability, with a specific focus on empowerment. Design/methodology/approach The paper builds upon a constructivist approach, combining a literature review, a desk research on key publications and reports and a socio-political analysis to reveal the specific context in Flanders, Belgium. Findings are then connected to earlier insights from research on organisational change for sustainability. Findings The paper provides a number of PD initiatives that focus on sustainability in general and in a single higher education (HE) institution. Framing such initiatives as an organisational change process offers insights on how elements of empowerment are currently incorporated in PD initiatives and how it can strengthen them to lead to the further integration of sustainability competences in HE. Research limitations/implications Limitations are linked with the kind of sources used in the constructivist approach. The analysis only looks at written reports on the topic, albeit it also builds upon the first-hand experiences of educators in the HE institution focused upon in the case. Practical implications There is a need to frame PD initiatives as an organisational change process towards sustainability with specific attention towards empowerment. Without this framing, PD approaches comprise the risk of being left in the margins or being understood as single initiatives without any connection to the bigger picture, i.e. the transition towards sustainability in HE. Social implications Interlinking PD and organisational change provides opportunities to frame the sustainability transition within the university in a wider societal context. Originality/value The paper provides an original contribution to the debate on sustainability competences, as it frames the PD within an organisational context, rather than focusing on the individual role of educators.

scholarly journals Capacity-Building for Sustainability

2020 ◽  
Vol 10 (1) ◽  
pp. 40-54
Author(s):  
Clark Shah-Nelson ◽  
Ellen A. Mayo ◽  
Patience Ebuwei
Keyword(s):  
School Districts ◽  
Capacity Building ◽  
Review Process ◽  
Service Providers ◽  
Organizational Capacity ◽  
Shared Vision ◽  
Organizational Sustainability ◽  
K 12 ◽  
Systematic Review Process

An American K-12 cooperative educational services provider (“The Agency”) has an issue: partner school districts are saving money by building internal capacity for professional development, rather than fully utilizing expertise from the Agency. The aim of this evidence-based case study is to inform the Agency on capacity-building for innovation. The researchers performed three separate rapid evidence assessments, followed by a standard systematic review process to synthesize findings across 31 studies. Key findings identified from the research include (1) organizational capacity and program evaluation lead to organizational sustainability, (2) agency leadership should guide strategic organizational change in order to establish a shared vision for evaluation and feedback, and (3) organizations benefit from practicing continuous and ongoing learning through feedback loops. The findings of this study may be generalizable to other similar educational service providers or non-profits looking to strengthen organizational capacity and partnerships.

Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial

2017 ◽  
Vol 55 (1) ◽  
pp. 117-143 ◽  
Author(s):  
Leslie M. Babinski ◽  
Steven J. Amendum ◽  
Steven E. Knotek ◽  
Marta Sánchez ◽  
Patrick Malone
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
English Learners ◽  
Controlled Trial ◽  
High Impact ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Randomized Controlled ◽  
School Year ◽  
Teacher Professional

Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language Survey (WMLS). Using an intent-to-treat (ITT) analysis, we found effects for the intervention on teachers’ implementation of high-impact instructional strategies and students’ language and literacy skills.

scholarly journals A Study of Stimulating Factors in Self-Motivated Professional Development among Teachers at University Level

2019 ◽  
Vol IV (II) ◽  
pp. 73-79
Author(s):  
Fauzia Mushtaq ◽  
Iftikhar Ahmad Baig ◽  
Namra Munir
Keyword(s):  
Professional Development ◽  
Survey Design ◽  
Sampling Technique ◽  
Shared Vision ◽  
Professional Status ◽  
Snowball Sampling ◽  
Extrinsic Factors ◽  
Chi Square ◽  
Intrinsic Factors ◽  
University Level

The purpose of this study is to find out the factors which stimulate university teachers towards self-motivated professional development at university level. It was a descriptive study based on survey design; a mixed methods design was selected to collect the data through mixed method techniques. 200 questionnaires were distributed with the help of the snowball sampling technique, which helped in reaching 57 teachers for interview. Thematic Analysis, Descriptive Statistics and Chi- Square Test were applied to data. The result shows the intrinsic factors of stimulation were self-thrust towards excellence, respect, acknowledgment and inner satisfaction. On the contrary, extrinsic factors were a good salary package, promotion, better social and professional status and ability to cope with the advanced educational requirements. The study recommends that action through teachers’ consideration, reflection and shared vision may include extrinsic and intrinsic factors of motivation.

Innovative Instructional Strategies for an Online Community of Learners

2018 ◽  
pp. 542-569
Author(s):  
Margaret L. Niess ◽  
Henry Gillow-Wiles
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
Online Community ◽  
Learning Trajectory ◽  
Community Of Learners ◽  
Learning Tools ◽  
Pedagogical Content ◽  
Content Development ◽  
Teacher Professional

This qualitative, design-based research identifies innovative instructional practices for teacher professional development that support an online community of learners in reconstructing their technological pedagogical content knowledge (TPACK) for teaching mathematics. This analysis describes instructional practices that guide inservice teacher participants in inquiring and reflecting to confront their knowledge-of-practice conceptions for integrating multiple technologies as learning tools. The research program describes an online learning trajectory and instructional strategies supporting the tools and processes in steering the content development in a social metacognitive constructivist instructional framework towards moving from “informal ideas, through successive refinements of representation, articulation, and reflection towards increasingly complex concepts over time” (Confrey & Maloney, 2012). The results provide recommendations for online professional development learning environments that engage the participants as a community of learners.

Impact of Podcasts as Professional Learning

2011 ◽  
pp. 237-250
Author(s):  
Kathleen P. King
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Instructional Design ◽  
Staff Development ◽  
Instructional Strategies ◽  
Professional Learning ◽  
Data Gathering ◽  
Research Strategies ◽  
Formal And Informal Learning ◽  
K 12

Until now, research on podcasting in education mostly examined teacher created podcasts in K-12 and higher education. This paper explores podcasts in professional learning across several genres of podcasts. Using a popular typology of podcasts, teacher created, student created and professional development podcasts (King & Gura, 2007), this paper compares, contrasts and reveals the potential of multiple educational contexts and instructional strategies, formative instructional design, interdisciplinary strategies, formal and informal learning, and effective uses of data gathering methods. The significance of the study extends from not only the extensive reach of the data gathering and production, but also the robust research model, formative and dynamic instructional design for staff development and recommendations for podcasting research strategies.

Solutions for barriers in curriculum implementation

2021 ◽  
Vol 9 (2) ◽  
pp. 591-599
Author(s):  
Gülçin Karakuş ◽  
Keyword(s):  
Professional Development ◽  
Curriculum Development ◽  
Curriculum Implementation ◽  
Implementation Process ◽  
Educational Environment ◽  
Development Studies ◽  
Curriculum Changes ◽  
Effective Implementation ◽  
Self Confidence ◽  
Effective Training

Achieving the desired level through education in society, conducting a planned and effective training in schools, reaching determined educational objectivities depend on the elimination of problems in an educational environment. Research often focuses on problems experienced in education, shortcomings, and responsibilities of schools and educators. Although schools constantly make curriculum changes to be more successful in education, these changes and reforms, which are not fully understood and internalized by teachers, often remain only written documents that are tried to be adapted with half practices. For this reason, it is necessary to minimize the problems and increase efficiency in education by producing permanent solutions. As a result, in this study, the roles of teachers in the curriculum implementation process are presented. And the effects of their differences, ideas and beliefs, are underlined as well. Moreover, examples of problems and some solution suggestions about curriculum implementation are focused on. Teachers need motivation, self-confidence, participation in curriculum development studies, training for curriculum implementation, and professional development. I have suggested few strategies in this paper for the effective implementation of the curriculum.

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