The Best Path to Systemic Educational Policy: Standard/Centralized or Differentiated/Decentralized?

1993 ◽  
Vol 15 (3) ◽  
pp. 233-254 ◽  
Author(s):  
William H. Clune
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
School Improvement ◽  
Educational Policy ◽  
Technical Assistance ◽  
Educational Governance ◽  
High Stakes ◽  
Curriculum Frameworks ◽  
Student Assessments ◽  
Educational Indicators

Systemic educational policy recommends creating more ambitious instruction in schools through a centralized strategy of mandatory curriculum frameworks, high-stakes student assessments, and coordinated teacher training. This article suggests serious problems with such a strategy and recommends a decentralized alternative involving local choice of curricula, technical assistance, and professional development. Arguments for, problems with, and alternatives to the centralized strategy are examined in eight dimensions of educational policy: curriculum development, curriculum stratification, educational indicators, high-stakes examinations for students, school improvement, educational finance, educational governance, and teacher training. The article concludes with recommendations for policy and research.

YouTube as a Teacher Training Tool

2014 ◽  
Vol 10 (4) ◽  
pp. 30-40 ◽  
Author(s):  
Jenna Copper ◽  
George Semich
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Effective Teacher ◽  
Training Method ◽  
High Stakes ◽  
Training Tool ◽  
Video Sharing ◽  
Development Opportunity ◽  
Professional Development Opportunity ◽  
Training Modality

High-stakes student testing, accountability for students' outcomes, new educational trends, and revised curricula and standards are only a few of the reasons that teachers must learn to teach complex material with skilled and intentional practices. As a result, professional development for educators is in critical demand. Nevertheless, research in the field of professional development indicates that most teachers do not experience effective teacher training (Desimone et al., 2002; Guskey, 2002). Therefore, the purpose of this paper was to examine one professional development opportunity using the video-sharing tool, YouTube, as a training modality for in-servicing teachers. For this study, the researchers conducted interviews with six teachers currently teaching in Western Pennsylvania to analyze their perceptions about the YouTube teacher training method. The results of the study indicated that the YouTube training tool is a quality training tool to assist teachers in the implementation of higher-order teaching strategies. Additionally, the results indicated that YouTube training videos could reinforce in-person training.

YouTube as a Teacher Training Tool

2016 ◽  
pp. 632-642 ◽  
Author(s):  
Jenna Copper ◽  
George W. Semich
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Higher Order ◽  
Effective Teacher ◽  
Training Method ◽  
High Stakes ◽  
Complex Material ◽  
Training Tool ◽  
Video Sharing ◽  
Training Modality

High-stakes student testing, accountability for students' outcomes, new educational trends, and revised curricula and standards are only a few of the reasons that teachers must learn to teach complex material with skilled and intentional practices. As a result, professional development for educators is in critical demand. Nevertheless, research in the field of professional development indicates that most teachers do not experience effective teacher training (Desimone et al., 2002; Guskey, 2002). Therefore, the purpose of this paper was to examine one professional development opportunity using the video-sharing tool, YouTube, as a training modality for in-servicing teachers. For this study, the researchers conducted interviews with six teachers currently teaching in Western Pennsylvania to analyze their perceptions about the YouTube teacher training method. The results of the study indicated that the YouTube training tool is a quality training tool to assist teachers in the implementation of higher-order teaching strategies. Additionally, the results indicated that YouTube training videos could reinforce in-person training.

Professional Development in the Twenty-First Century

2019 ◽  
pp. 185-199 ◽  
Author(s):  
Jenna Marie Copper ◽  
George William Semich
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
The United States ◽  
First Century ◽  
Effective Teacher ◽  
Training Method ◽  
High Stakes ◽  
Training Tool ◽  
Video Sharing ◽  
Training Modality

High-stakes student testing, accountability for students' outcomes, new educational trends, and revised curricula and standards are only a few of the reasons that teachers must learn to teach complex material with skilled and intentional practices. As a result, professional development for educators is in critical demand. Nevertheless, research in the field of professional development indicates that most teachers do not experience effective teacher training. Therefore, the purpose of this chapter was to examine one professional development opportunity using the video-sharing tool, YouTube, as a training modality for in-servicing teachers. For this study, the researchers conducted interviews with eight educators in the United States to analyze their perceptions about the YouTube teacher training method. The results of the study indicated that the YouTube training tool is a quality training tool to assist teachers in the implementation of teaching strategies. Additionally, the results indicated that YouTube training videos could reinforce in-person training.

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.

scholarly journals Accountability Requirements and Professional Development in the US Adult Basic and Literacy Education System

1970 ◽  
Vol 17 (3) ◽  
pp. 27-41 ◽  
Author(s):  
CRISTINE SMITH
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Adult Education ◽  
Adult Students ◽  
High Stakes ◽  
National Education ◽  
Southeastern Us ◽  
12Th Grade ◽  
The Us ◽  
Curricular Needs

Even before the 2001 enactment of the No Child Left Behind legislation, the education bill that holds schools in the US accountable for student achievement, ‘adult education [had] become part and parcel of the new federal trend to encourage the setting of national education goals and standards and holding programs accountable for demonstrating achievements’ (Sticht 1998). Now, almost ten years after enacting the Workforce Investment Act (1998), the legislation that required states to report how adult students were making progress towards educational and work goals, the field is just beginning to take stock of whether accountability has helped or hurt our adult education system.In the US school system (kindergarten to 12th grade for children five to 18), several researchers have investigated the effect of stronger accountability requirements on professional development systems. Berry et al. (2003), in a study of 250 teachers and principals in schools across six Southeastern US states found that results were mixed:Although high-stakes accountability systems help focus professional development efforts on the curricular needs of students, little evidence exists to support the claim that such systems help teachers change their practice to enhance student learning...A tendency exists…to narrow the focus of professional development activities to tested subjects or provide general support that is disconnected from curricular needs. (Association for Supervision and Curriculum Development 2004:3)

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