scholarly journals Professional development design in elementary school blended learning environments : changes in teacher mindsets and adaptive thinking skills

2018 ◽  
Author(s):  
◽  
Angela Nicole Holt
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Active Learning ◽  
Blended Learning ◽  
International Association ◽  
Thinking Skills ◽  
Teacher Responses ◽  
K 12 ◽  
The Impact ◽  
Core Features

This mixed method convergent study explored the impact of design and delivery of professional development practices in a large, urban school district in Missouri. Certificated classroom teachers at 23 pre-determined elementary school sites (541 participants) were electronically surveyed. Additionally, three department leaders were interviewed and their responses provided insights about core features of professional development (content focused, active learning, coherence, duration and collective participation) present within the district. The International Association for K-12 Online Learning's (iNACOL) Blended Learning Teacher Competency Framework and transformative learning theory both provided a lens for examining professional development design and practice within the research study. The quantitative results of the study reveal significant increase in teacher responses from the technical skill and adaptive thinking domains. Additionally, qualitative data collected during the study found professional development delivered during the implementation window did include all five core features of professional development (content focused, active learning, coherence, duration and collective participation). While significance was noted in several variables studied, the Mindset domain showed no significant improvements in teacher responses on either measurement.

scholarly journals Negotiating (dis-)engagement in K-12 blended learning

2021 ◽  
Author(s):  
Nina Bergdahl ◽  
Melissa Bond
Keyword(s):  
Active Learning ◽  
Blended Learning ◽  
Digital Technologies ◽  
Vital Role ◽  
Future Research ◽  
Socially Disadvantaged ◽  
Leadership Engagement ◽  
Upper Secondary ◽  
K 12 ◽  
Engagement And Disengagement

AbstractIt is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.

THE IMPLEMENTATION BLENDED LEARNING METHOD USING ARTICULATED STORYLINE IN CLASS 4 FRACTION LEARNING, MUHAMMADIYAH PRIMARY SCHOOL, PANGKALPINANG

2021 ◽  
Vol 4 (1) ◽  
pp. 40-47
Author(s):  
Fandi Nugroho ◽  
Muhammad Iqbal Arrosyad
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Blended Learning ◽  
Mathematics Learning ◽  
Logical Reasoning ◽  
Learning Method ◽  
School Students ◽  
Mathematical Problems ◽  
Research Students ◽  
The Impact

This study aims to describe the implementation of multimedia learning in blended learning in mathematics in grade 4 elementary schools on the topic of fractions. Articulated storyline is an effective medium for elementary school students that is easily developed as one of the multimedia blended learning used in the blended learning method. In our research we examined how the impact of implementation blended learning using multimedia articulated storylines, In this case, it is also discussed how the influence of multimedia articulation storylines as one of the multimedia that can be developed easily to help teachers in distance learning, especially mathematics learning in schools. Primary school related to fraction learning. In this research, students are taught how to interpret the understanding of the concept of fraction problems and proof in life related to mathematics learning problems, so that they can describe mathematical problems and can understand the concept of fractions using logical reasoning so that they are able to prove reasoning about fraction problems according to their abilities. The use of reasoning is needed to determine the concepts that have been made based on the understanding of the concept of fractions that the students have. This study was designed to see the effect of blended learning which is applied as a learning model used to teach logical reasoning in mathematics learning, especially about fraction problems, and how the effect of the application of blended learning on learning outcomes of primary school students at Muhammadiyah Elementary School Pangkalpinang

scholarly journals The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

2021 ◽  
Vol 10 (3) ◽  
pp. 346-356
Author(s):  
H. Lestari ◽  
W. Sopandi ◽  
U. S. Sa'ud ◽  
B. Musthafa ◽  
D. Budimansyah ◽  
...  
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Teachers ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Online Mentoring ◽  
School Teachers ◽  
Knowledge And Skills ◽  
The Impact

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills. 

Leveraging a Professional Development School Project to Address Students' Learning in Elementary School Mathematics

2016 ◽  
pp. 1537-1546
Author(s):  
Drew Polly
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Professional Development School ◽  
University Faculty ◽  
Learning Needs ◽  
Elementary School Mathematics ◽  
School Project ◽  
Learner Centered ◽  
School Partnership ◽  
The Impact

This chapter presents the partnership between a university faculty member and an elementary school that started to address students' learning needs regarding mathematics. This chapter provides: a) an overview of learner-centered professional development as a framework for this Professional Development School partnership, b) a description of the various professional development activities, c) and a summary of the impact of the project on instruction and student achievement. The chapter closes with recommendations for establishing and maintaining PDS partnerships focused on addressing students' learning needs.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 232-261
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 211-238
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 286-314
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie HeeYoung Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

scholarly journals Designing teacher professional development programs to support a rapid shift to digital

2020 ◽  
Author(s):  
Tania Heap ◽  
Ruthanne Thompson ◽  
Adam Fein
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Development Program ◽  
Future Research ◽  
Effective Teacher ◽  
Development Programs ◽  
Global Pandemic ◽  
Teacher Professional ◽  
The Impact

AbstractFrom a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology and Research Development, 67, 1145–1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.

Blended Learning and Professional Development in the K-12 Sector

2011 ◽  
pp. 182-202
Author(s):  
Suzanne Riverin
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Online Community ◽  
Face To Face ◽  
Teacher Professional ◽  
Support Teacher ◽  
Education Network ◽  
K 12

This chapter examines the use of blended learning in an online community which supported teacher professional development in the province of Ontario, Canada for ten years. The online network which was called The Education Network of Ontario/ Le Réseau éducatif de l’Ontario (ENO/REO) used a blend of tools and some face-to-face opportunities to support teacher professional development across the province. Teachers were encouraged to use the ENO/REO environment to join in discussions, create and maintain online projects and share research and curriculum resources. The chapter will focus on a study which examined the effect of long term participation in such a community in order to provide insight into the use of blended learning in online communities for professional development.

scholarly journals Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers

2020 ◽  
Vol 14 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Timothy A. Goodale
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
The United States ◽  
School Science ◽  
Marine Science ◽  
Teacher Professional ◽  
Sustainability Initiatives ◽  
K 12 ◽  
The Impact

The focus of this article is on the evaluation and outcomes of a professional learning opportunity that focused on 13 current K–12 public school science educators in the United States. This teacher training concentrated on sustainability education that utilized marine sciences as a unifying concept. Findings from this training helped to identify models within teacher professional development in marine science that lead to comprehensive adoption of presented curricula. Four established models/frameworks of professional development were identified and their subsequent classroom implementation was evaluated. Results include adoption rates of the various session materials, the impact and effect size of differing variables (such as deliverables or standards alignment) among the four models and their frameworks and changes in perceptions towards sustainability initiatives. These outcomes underscore several methods and strategies for successful science teacher professional development implementation in regard to marine sciences.

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