scholarly journals Missouri-Iowa Science Cooperative (Science Co-op)

2018 ◽  
Vol 29 (2) ◽  
Author(s):  
James A. Shymansky ◽  
Larry D. Yore ◽  
Leonard A. Annetta ◽  
Susan A. Everett
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Science Education ◽  
School Districts ◽  
Rural Schools ◽  
Development Project ◽  
Research Report ◽  
Column Editor ◽  
The Impact

There is a dearth of studies in science education that are both comprehensive and focused on rural schools. Thus, this brief is in the form of a research report on the impact of an externally funded, five-year professional development project. The project involved approximately 1500 teachers on the student achievement of approximately 20,000 K-6 students in 36 small, rural Midwest school districts. - Larry G. Enochs, Research Column Editor  

scholarly journals Systematic Review: The Impact of Pedagogy on Equity in Science Education in Rural Schools

2019 ◽  
Vol 10 (12) ◽  
pp. 3243-3254
Author(s):  
Justin Tukau Jalak ◽  
Nurfaradilla Mohamad Nasri
Keyword(s):  
Systematic Review ◽  
Science Education ◽  
Rural Schools ◽  
The Impact

The Impact of New Technologies on Professional Development

2013 ◽  
pp. 40-52
Author(s):  
Sarah T. Meltzer
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
21St Century ◽  
New Technologies ◽  
Effective Professional Development ◽  
The Past ◽  
New Learning ◽  
Specific Activities ◽  
The Impact ◽  
Support Students

Professional development in schools is not a new concept; however, the impact of new technologies in the past two decades has shown it is important to incorporate research-based strategies in order to be effective. While strategies for curriculum-focused trainings may have been effective in the past, technology-focused training must take a different approach in the 21st century. Effective professional development will positively impact student achievement and is critical for sustainable school reform. This chapter addresses the importance of developing a new learning environment conducive to supporting professional development in technology. Key strategies necessary to support students’ needs in the 21st century are explained. Without an emphasis on specific activities and opportunities throughout the phases of planning and implementation, professional development will not be sustainable and student achievement will not be impacted.

The Influence of Professional Development on Primary Teachers' TPACK and Use of Formative Assessment

2018 ◽  
pp. 1737-1760
Author(s):  
Drew Polly ◽  
Christie Martin ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David K. Pugalee ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Formative Assessment ◽  
Teaching Practice ◽  
Primary Grades ◽  
Primary Teachers ◽  
Development Project ◽  
Assessment Practices ◽  
Face To Face ◽  
Assessment Skills

Formative assessment continues to be heralded as a high-leverage teaching practice that has empirical links to student achievement. This chapter describes the design and influences of a year-long professional development project focused on supporting primary grades teachers' with formative assessment skills in mathematics. The professional development was a blended format that included face-to-face workshops as well as classroom-based activities that were presented and facilitated through an online asynchronous format. Findings from the study indicated that teachers' enacted evidence of various aspects of TPACK, but there was variance in terms of how teachers implemented pedagogies. Implications for the design of professional development focused on formative assessment include the need to situate teachers' learning in their classroom, and provide ongoing multiple modes of support to help teachers enact formative assessment practices.

The Impact of New Technologies on Professional Development

2014 ◽  
pp. 1984-1996
Author(s):  
Sarah T. Meltzer
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
21St Century ◽  
New Technologies ◽  
Effective Professional Development ◽  
The Past ◽  
New Learning ◽  
Specific Activities ◽  
The Impact ◽  
Support Students

Professional development in schools is not a new concept; however, the impact of new technologies in the past two decades has shown it is important to incorporate research-based strategies in order to be effective. While strategies for curriculum-focused trainings may have been effective in the past, technology-focused training must take a different approach in the 21st century. Effective professional development will positively impact student achievement and is critical for sustainable school reform. This chapter addresses the importance of developing a new learning environment conducive to supporting professional development in technology. Key strategies necessary to support students' needs in the 21st century are explained. Without an emphasis on specific activities and opportunities throughout the phases of planning and implementation, professional development will not be sustainable and student achievement will not be impacted.

scholarly journals A Stakeholder Analysis of the Development of a Large-Scale Professional Development Program

2021 ◽  
pp. 1-30
Author(s):  
Ola Helenius
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Large Scale ◽  
Development Process ◽  
Stakeholder Analysis ◽  
Development Program ◽  
Development Project ◽  
Theory Of Change ◽  
Determination Process ◽  
The Impact

Abstract The development of a large-scale professional development project for Swedish mathematics teachers is retrospectively examined. By referring to documentation produced by stakeholders in the development process, the stakeholder’s design recommendations and underlying assumptions on teacher development are described. Seeing the development as a co-determination process explains how research-based principles appearing early in the process gradually change to become something different in the end, without the reasons for this shift ever being explicitly discussed in stakeholders’ documentations. It is discussed whether the distributed way of constructing the program might cause difficulties in sticking to an explicit theory of change. The impact sheet to this article can be accessed at 10.6084/m9.figshare.16610113.

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