scholarly journals High School Content-Area Teachers’ Responces to an Exploratory, Investigative, and Experimental Professional Development Program for Content Area Literacy

2016 ◽  
Author(s):  
Laura E Ferreira Vesga
Keyword(s):  
Professional Development ◽  
High School ◽  
Development Program ◽  
Content Area Literacy ◽  
Professional Development Program ◽  
Content Area ◽  
Content Area Teachers

scholarly journals Teacher Perceptions and Implementation of a Content-Area Literacy Professional Development Program

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Osha Lynette Smith ◽  
Rebecca Robinson
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Self Efficacy ◽  
Development Program ◽  
Literacy Skills ◽  
Middle Level ◽  
Professional Development Program ◽  
Content Area ◽  
Literacy Strategies ◽  
Content Area Teachers

The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual interviews. Data were also gathered via classroom observations and lesson plans. The findings of the study indicated that teachers did implement the literacy strategies following the professional development provided despite lacking perceived self-efficacy with these skills. Although teachers saw value in literacy, their perceptions of the professional development were affected by their commitment to content instruction, time constraints, the organization of the professional development, and a forced compliance district mandate.

scholarly journals Teacher’s Need in the Continuing Professional Development Program for Teachers of Vocational High School throughout Surakarta Residency

2021 ◽  
Vol 6 (1) ◽  
pp. 90-95
Author(s):  
Tri Murwaningsih ◽  
Hery Sawiji ◽  
Wiedy Murtini ◽  
Nur Rahmi Akbarini
Keyword(s):  
Professional Development ◽  
High School ◽  
Quantitative Research ◽  
Development Program ◽  
Continuing Professional Development ◽  
Sampling Technique ◽  
Scientific Publication ◽  
Professional Development Program ◽  
Vocational High School ◽  
The One

This research aimed to identify the activities needed by teachers in holding the Continuing Professional Development Program. This research employed survey type of non-experimental quantitative research method. This type of research was used when the author wants to find out the population’s opinion by conducting a study on the sample of population. The population of research consisted of all teachers of Vocational High School in Business and Management field in Surakarta City Residency. The sampling technique used was purposive sampling. Techniques of collecting data were observation, interview, documentation, and questionnaire. Quantitative data obtained was the one processed using Microsoft Excel with the scale specified by the author, while qualitative data was analyzed using triangulation technique. The result of research showed that Program Continuing Professional Development had been conducted despite different proportion for self-development, scientific publication, and innovative work. Thus, the appropriate strategy was required to solve some problems encountered by teachers

scholarly journals Agroforestry education for high school agriculture science : a case study of novel content implementation

2017 ◽  
Author(s):  
◽  
Hannah Hemmelgarn
Keyword(s):  
Professional Development ◽  
High School ◽  
Sustainable Agriculture ◽  
Teacher Learning ◽  
Self Efficacy ◽  
Development Program ◽  
Professional Development Program ◽  
Social Resilience ◽  
Teacher Self Efficacy

High school agriculture science programs are recognized as meaningful arenas to reach young agriculture professionals as they gain a foundational understanding of their field. While sustainability is at the forefront of agriculture research and technological advancements, and is critical to student career readiness, the adoption of novel sustainable agriculture content in the high school curriculum has not been implemented for certain sustainable agriculture practices. Agroforestry represents one such content area that has been largely lacking in high school agriculture science classrooms, despite its relevance to modern agricultural advancements in sustainability for economic, environmental, and social resilience. Due to the contextual nature of content adoption by agricultural educators, the curriculum implementation process for novel content is dependent on an understanding of teacher learning, teacher self-efficacy, professional development, and curriculum modification. This case study of the process of novel content implementation examines the complexities of teacher sourcing, modification, and use of novel content, evaluates an agroforestry professional development program for teachers with varying levels of experience, and follows this group of teachers one year after the professional development program to investigate the relationship between teacher self-efficacy and novel content enactment. The importance of teacher-learning support networks and experiential learning in curriculum and professional development emerged as major themes for effective novel content implementation.

scholarly journals Examining inquiry-based learning stages of concern for high school agriscience teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 14-25
Author(s):  
Nathan Conner ◽  
Bryan Reiling ◽  
Christopher T. Stripling ◽  
Matt Kreifels ◽  
Angie Monheim
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Students ◽  
Teaching Strategy ◽  
Development Program ◽  
Stages Of Concern ◽  
The United States ◽  
Professional Development Program ◽  
Inquiry Based Learning ◽  
Agriscience Teachers

There is documented need for improvement of science comprehension amongst high school students in the United States, and inquiry-based learning (IBL) is a recommended teaching strategy to improve science comprehension.  Several researchers have focused on examination of learning outcomes for students, but few have researched the concerns of teachers who may wish to adopt IBL methodology.  This study used the stages of concern questionnaire to profile ten Midwest high school agriscience teachers’ concerns regarding implementation of IBL, before and after participation in a year-long professional development program where IBL lessons were developed and used in the participants’ high school classrooms. Results indicated that while some participants showed a positive progression in their stage of concern, most professional development program participants did not progress in their concern stage, and some developed increased resistance to IBL as a teaching strategy. This suggests that teachers may need more robust and tailored support when adopting IBL for their classrooms. 

scholarly journals An Examination of Factors Correlating with Course Failure in a High School Computer Science Course

2018 ◽  
Author(s):  
Steven McGee ◽  
◽  
Ronald I. Greenberg ◽  
Lucia Dettori ◽  
Andrew M. Rasmussen ◽  
...  
Keyword(s):  
Professional Development ◽  
High School ◽  
Public Schools ◽  
Computer Science ◽  
Development Program ◽  
The United States ◽  
Demographic Characteristics ◽  
Professional Development Program ◽  
Graduation Requirement ◽  
School Computer

Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.

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