scholarly journals Research and Practice of Students' Academic Achievement Evaluation Based on "Web Design" Course

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Yunting Bao ◽  
Huijuan Zhang
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Web Design ◽  
Research And Practice ◽  
Evaluation Scheme ◽  
Achievement Evaluation

In view of the drawbacks of students' academic achievement evaluation in the traditional "Web Design" course, this paper applies the theory of diversity and development to the evaluation of students' academic achievement in the course of "Web Design", improving the traditional way in the evaluation concept, subject, mode and content, and initially constructing the evaluation scheme for students' academic achievement of "Web Design" course, which improves students' interest in learning and promotes students' development and professional development.

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

2021 ◽  
pp. 000494412110034
Author(s):  
Lucy Corbett ◽  
Philayrath Phongsavan ◽  
Louisa R Peralta ◽  
Adrian Bauman
Keyword(s):  
Professional Development ◽  
Future Research ◽  
Evidence Based ◽  
Development Programs ◽  
Research And Practice ◽  
Health And Wellbeing ◽  
Manual Search ◽  
Australian Education ◽  
Teacher Wellbeing ◽  
Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

scholarly journals Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

2021 ◽  
Vol 11 (7) ◽  
pp. 95
Author(s):  
Inmaculada García-Martínez ◽  
Eufrasio Pérez-Navío ◽  
Miguel Pérez-Ferra ◽  
Rocío Quijano-López
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Success ◽  
Student Teachers ◽  
Educational Achievement ◽  
Skills Training ◽  
Academic Stress ◽  
Teaching Profession ◽  
Improve Student Achievement

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

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.

From Pixels to Picture

2021 ◽  
pp. 1-24
Author(s):  
Erich Sneller
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Decision Making ◽  
Prosocial Behavior ◽  
Student Learning ◽  
Well Being ◽  
Student Feedback ◽  
Personal Health ◽  
Teachers Professional Development ◽  
Immense Potential

This chapter addresses a framework and the associated methods by which curious teachers can grow their leadership in their classrooms, schools, and communities. In particular, attention to teachers' professional development in the following areas are examined: teacher-generated student goals, clarity of student learning, soliciting student feedback, and well-being practices for teachers. When these areas are at the center of a teacher and a school's decision-making process, students' academic achievement, personal health, and prosocial behavior have immense potential to improve.

scholarly journals Editorial

2012 ◽  
Vol 29 (1) ◽  
pp. 5-6
Keyword(s):  
Professional Development ◽  
Mission Statement ◽  
Research And Practice

The first issue of volume 29 introduces two significant innovations to the journal's development. The first is the introduction of a section dedicated to contributions by teachers and practitioners, whilst the second is a page on the BJME website which focuses on bringing to the attention of teachers articles from previous issues of the journal. The motivation for both of these sections is the furtherance of one of the BJME's original aims and mission statement which was and is ‘to strengthen connections between research and practice, so enhancing professional development and improving practice’; and ‘to help us towards a better-informed and possibly more cohesive profession’.

scholarly journals “Counterstory Mapping Our City”: Teachers Reckoning with Latinx Students’ Knowledges, Cultures, and Communities

2020 ◽  
Vol 22 (2) ◽  
pp. 30
Author(s):  
Erin Lee Dyke ◽  
Jinan El Sabbagh ◽  
Kevin Dyke
Keyword(s):  
Professional Development ◽  
High School ◽  
Academic Achievement ◽  
Teacher Education ◽  
Charter School ◽  
School Context ◽  
Cultural Knowledge ◽  
Cultural Assimilation ◽  
The South ◽  
Culturally Sustaining Pedagogy

The study focuses on a two-week unit with 90 students at an urban, Latinx-serving charter middle and high school in the south midwestern U.S. to create digital counterstory maps. The maps then served as the organizing content for a subsequent week-long summer professional development the authors led for their teachers. Analysis suggests the significance of engaging the students’ counterstories and cultural knowledge for designing teacher education committed to culturally sustaining pedagogy (CSP). Further, it articulates the challenges for engaging CSP with students and teachers in a charter school context in which disciplinary and curricular mandates conflate cultural assimilation with academic achievement.

scholarly journals Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?

2021 ◽  
Vol 17 (1) ◽  
pp. 33
Author(s):  
Owodunni Adewale Saka
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Secondary Schools ◽  
Teacher Collaboration ◽  
Control Group ◽  
Significant Interaction Effect ◽  
Junior Secondary ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Achievement In Mathematics

The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.

scholarly journals Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Florence Martin ◽  
Swapna Kumar ◽  
Liane She
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Teaching ◽  
Online Courses ◽  
Instructional Designers ◽  
Online Instructors ◽  
Teaching Online ◽  
Research And Practice ◽  
Lifelong Learner ◽  
Online Instructor

Online instructors adopt various roles and perform various competencies in the design and delivery of online courses. In this study, online instructor roles are categorized into eight types including Subject Matter Expert, Course Designer and Developer, Course Facilitator, Course Manager, Advisor/Mentor, Assessor/Evaluator, Technology Expert, and Lifelong Learner. Through survey-based research with 141 online instructors, this study examines competencies that online instructors perform based on various roles. When rating competencies, overall categorical means for all the roles were rated above 4.00, which showed that they used all these roles. The highest rated items and lowest rated items are discussed in addition to the connection between research and practice in online teaching. Online instructors who participate in training and who collaborate with instructional designers rated the frequency with which they perform the competencies to be higher. This study has implications for online instructors, instructional designers, and administrators who design and deliver online learning and offer professional development for online instructors.

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