scholarly journals The transformative potential of boundary spanners: a narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context.

2013 ◽  
Vol 21 ◽  
pp. 57 ◽  
Author(s):  
David Alan Whitenack ◽  
Patricia E. Swanson
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
No Child Left Behind ◽  
Narrative Inquiry ◽  
Organization Theory ◽  
Left Behind ◽  
Transformative Potential ◽  
Service Professional ◽  
Pedagogic Discourse ◽  
Pre Service Teacher

This narrative inquiry uses pedagogic discourse theory and organization theory to frame pre-service teacher education and in-service professional development initiatives in a school district facing tensions related to the No Child Left Behind Act of 2001. Implications for similar future initiatives are considered.

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

Inquiry-Oriented Instruction in Science: Who Teaches That Way?

2007 ◽  
Vol 29 (3) ◽  
pp. 169-199 ◽  
Author(s):  
Thomas M. Smith ◽  
Laura M. Desimone ◽  
Timothy L. Zeidner ◽  
Alfred C. Dunn ◽  
Monica Bhatt ◽  
...  
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Teaching And Learning ◽  
Formal Schooling ◽  
Science Students ◽  
Science Standards ◽  
Left Behind ◽  
Key Policy ◽  
Improving Instruction ◽  
Nationally Representative

The expansion of the No Child Left Behind Act to include science standards and assessments is likely to refocus states’ attention on science teaching and learning. Requiring teachers to have subject majors and greater funding of professional development are two key policy levers for improving instruction in science. There has been relatively little work examining the characteristics of teachers who are most likely to initiate inquiry-oriented instruction in science classrooms. Using a nationally representative sample of the teachers of eighth grade science students, the authors found relatively strong associations between reform-oriented practice and the majors and degrees that teachers earned as part of their formal schooling, as well as their current levels of participation in content-oriented professional development activities.

scholarly journals To Where Teachers Learn: Following the Yellow Brick Road

2014 ◽  
Vol 8 (1) ◽  
pp. 193-211
Author(s):  
Narrative Inquiry Group
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Education ◽  
Narrative Inquiry ◽  
Learning Community ◽  
Research And Practice ◽  
Inquiry Group ◽  
Collective Experience ◽  
Group A

This article describes the journey of The Narrative Inquiry Group, a community of high school educators engaged in embedded, self-directed professional development. Our approaches include professional conversation, narrative inquiry, and literary métissage, and our results consist of productions representative of our selves, learning, and practices. We would suggest that our inquiries map the path of individual and collective experience, and illustrate the value of being self-critical within the safety of a learning community. In addition, we hope to inform others’ research and practice, and those with an interest in teacher education, of the importance of understanding the experience of educators engaging in inquiry.

Close the Achievement Gap With Professional Development

2020 ◽  
Vol 3 (1) ◽  
pp. 88-101 ◽  
Author(s):  
Ying Wang ◽  
Duane Shuttlesworth
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Teacher Quality ◽  
Mississippi Delta ◽  
Critical Role ◽  
Reading Teachers ◽  
Pedagogical Practice ◽  
Summer Reading ◽  
Left Behind ◽  
Academic Year

Professional development of teachers and the role it plays in improving teacher quality is a topic of considerable interest. The authors of this study examined the effectiveness of professional development (PD) to improve the quality of teaching for 21 reading teachers participating in a No Child Left Behind Summer Reading Institute. Data collection occurred over the four-week period of the Institute and two follow up sessions during the academic year 2017-2018. Data evaluation was both quantitative and qualitative in nature. The results suggest that PD helped this group of Mississippi Delta reading teachers improve in both content knowledge and pedagogical practice. The authors conclude that such PD plays a critical role in improving teacher quality from the underrepresented and underserved areas of the Mississippi Delta. Future studies could investigate the direct effects of PD programs such as that offered by the Institute on participating teachers students' learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document