ABCs and PCs

2014 ◽  
pp. 1831-1834
Author(s):  
Cory Cooper Hansen
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Elementary Teachers ◽  
Teaching Practices ◽  
Leadership Skills ◽  
Content Area ◽  
Knowledge And Skills ◽  
Effective Professional Development ◽  
Integrated Technology ◽  
Content Area Instruction

Effective professional development holds the power to transform teaching practices that invigorate teachers and increase student engagement. Arizona Classrooms of Tomorrow Today (AZCOTT) was one such experience. Eighteen elementary teachers completed a yearlong, rigorous, sixty-hour workshop experience that focused on integrating technology in content area instruction. Participants integrated technology effectively, began to develop leadership skills, and experienced changes in attitude, beliefs, knowledge, and skills as technology influenced existing curricula.

ABCs and PCs

2012 ◽  
pp. 230-235
Author(s):  
Cory Cooper Hansen
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Elementary Teachers ◽  
Teaching Practices ◽  
Leadership Skills ◽  
Content Area ◽  
Knowledge And Skills ◽  
Effective Professional Development ◽  
Integrated Technology ◽  
Content Area Instruction

Effective professional development holds the power to transform teaching practices that invigorate teachers and increase student engagement. Arizona Classrooms of Tomorrow Today (AZCOTT) was one such experience. Eighteen elementary teachers completed a yearlong, rigorous, sixty-hour workshop experience that focused on integrating technology in content area instruction. Participants integrated technology effectively, began to develop leadership skills, and experienced changes in attitude, beliefs, knowledge, and skills as technology influenced existing curricula.

Tele-education in child mental health for rural allied health workers

2003 ◽  
Vol 9 (2) ◽  
pp. 84-88 ◽  
Author(s):  
A Fahey ◽  
N A Day ◽  
H Gelber
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Child Mental Health ◽  
Allied Health ◽  
Health Workers ◽  
Education Programme ◽  
Retention Rates ◽  
High Rate ◽  
Knowledge And Skills ◽  
Effective Professional Development

We developed a tele-education programme in child mental health for rural allied health workers. The programme was delivered in two parts, each consisting of six sessions. Videoconferencing at 384 kbit/s was used. Satisfactory retention rates were maintained throughout. Participants consistently reported increases in knowledge and skills as a result of attending the programme. The project resulted in a high rate of reported changes to practice. An unanticipated outcome was the value placed on the opportunities for local networking provided by the project for participants. Videoconferencing can deliver effective professional development to allied health workers in child mental health.

scholarly journals Distributed Leadership: Would Knowing More About It Then Have Produced a More Effective Professional Development Design?

2008 ◽  
Vol 1 (2) ◽  
pp. 73-85
Author(s):  
Elizabeth Walcot
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Distributed Leadership ◽  
Current Literature ◽  
Development Project ◽  
Instructional Interventions ◽  
Personal Reflection ◽  
Effective Professional Development ◽  
Text Production ◽  
The Relationship

This article is a personal reflection on the relationship between leadership and the results of a professional development project. The project was designed to change elementary teachers’ instructional interventions in text production from a conventional approach to one more congruent with process writing.This reflection is framed by the current literature on "distributed leadership" which was not available when the project began or during the life of the project. It gives some suggestions about how the project might have been organized differently, as well as how interaction with the participants might have been made more explicit.

Graduate Teaching Assistants' Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers

2016 ◽  
Vol 47 (4) ◽  
pp. 372-419 ◽  
Author(s):  
Kimberly Cervello Rogers ◽  
Michael D. Steele
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Elementary Teachers ◽  
Teaching Practices ◽  
Teaching Assistants ◽  
Graduate Teaching Assistants ◽  
Mathematical Tasks ◽  
Factors Associated ◽  
Graduate Teaching ◽  
Elementary Preservice Teachers

Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, we examine 6 teaching assistants' teaching practices in the context of a geometry content course for preservice teachers by focusing on their enactment of reasoning-and-proving tasks. Results indicate that teaching assistants engaged preservice teachers in a variety of reasoning-and-proving activities. For 42 of 82 tasks observed, preservice teachers' engagement in reasoningand-proving processes decreased relative to the potential for reasoning and proving in mathematical tasks. This investigation into teaching assistants' teaching practices identifies factors associated with their enactment of reasoning-and-proving tasks (e.g., generating student participation). This research has implications for professional development to support college mathematics instructors' teaching.

scholarly journals Professional Development of Mathematics Teacher: A Systematic Literature Review

2021 ◽  
Vol 11 (2) ◽  
pp. 43-54
Author(s):  
Roslinda Rosli ◽  
Mohd Fareed Aliwee
Keyword(s):  
Professional Development ◽  
Literature Review ◽  
Mathematics Teachers ◽  
Systematic Literature Review ◽  
Mathematics Teacher ◽  
Empirical Studies ◽  
Knowledge And Skills ◽  
Effective Professional Development ◽  
Attitudes And Practices ◽  
Teacher Professional

Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.

Teacher perceptions of effective professional development: insights for design

2021 ◽  
pp. 1-14
Author(s):  
Ling Zhang ◽  
Richard Allen Carter ◽  
Jihong Zhang ◽  
Tiffany L. Hunt ◽  
Christopher R. Emerling ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Effective Professional Development

scholarly journals Significant process of change for elementary teachers to foster functional thinking

2013 ◽  
Vol 27 (47) ◽  
pp. 1007-1015
Author(s):  
Nasim Asghary ◽  
Ahmad Shahvarani ◽  
Ali Reza Medghalchi
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Program ◽  
Practice Change ◽  
Professional Development Program ◽  
Process Of Change ◽  
Functional Thinking ◽  
Level Of Use ◽  
Significant Process ◽  
Adaptation Model

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

Embedding reading comprehension training in content-area instruction.

2009 ◽  
Vol 101 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Joanna P. Williams ◽  
K. Brooke Stafford ◽  
Kristen D. Lauer ◽  
Kendra M. Hall ◽  
Simonne Pollini
Keyword(s):  
Reading Comprehension ◽  
Content Area ◽  
Content Area Instruction

Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Elizabeth Swanson ◽  
Alexis Boucher
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Reading Support ◽  
Eighth Grade Students ◽  
Content Area Instruction ◽  
Based Instruction

For students with learning disabilities, providing text-based instruction in general education content area classes can provide students with additional reading support while simultaneously boosting their content knowledge. This article will outline a set of instructional practices delivered in social studies classes that has been shown to improve performance of eighth grade students with disabilities on measures of content knowledge, vocabulary, and content reading comprehension. Each instructional practice will be described in detail with a timeline of step-by-step procedures and accompanying language that demonstrates how the intervention may unfold in the classroom setting.

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