A Multimedia Professional Development Process for Teacher Education and Professional Development

2019 ◽  
pp. 1-13
Author(s):  
Victoria J. VanUitert ◽  
Michael J. Kennedy ◽  
Wendy J. Rodgers ◽  
John Elwood Romig ◽  
Kat D. Alves
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Candidates ◽  
Development Process ◽  
Curriculum Materials ◽  
Inservice Teachers ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Support Teacher ◽  
New Evidence

In this updated chapter, the authors introduce a multimedia professional development process that can be used to support teacher candidates or inservice teachers' needs. The multimedia process has three key components: 1) teachers learn new evidence-based practices using multimedia vignettes including modeling videos; 2) teachers receive customizable curriculum materials to use during daily instruction; and 3) teachers receive data-driven coaching and personalized supports for making needed improvements or enhancements. The chapter details research backing each component of the process and includes resources for implementation.

Implementation Science, Professional Development, and Autism Spectrum Disorders

2013 ◽  
Vol 79 (2) ◽  
pp. 233-251 ◽  
Author(s):  
Samuel L. Odom ◽  
Ann W. Cox ◽  
Matthew E. Brock
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorders ◽  
Implementation Science ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Science Professional Development ◽  
Spectrum Disorders ◽  
Development Center

The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers’ use of evidence-based practices.

Technology-Supported Inquiry in STEM Teacher Education

2017 ◽  
pp. 252-281 ◽  
Author(s):  
Marina Milner-Bolotin
Keyword(s):  
Teacher Education ◽  
Stem Education ◽  
Collaborative Design ◽  
Teacher Candidates ◽  
Peer Instruction ◽  
Collaborative Reflection ◽  
Positive Attitudes ◽  
Data Collection And Analysis ◽  
Support Teacher ◽  
Stem Teacher

The chapter describes the implementation of collaborative educational technologies in STEM teacher education to support teacher-candidates in acquiring inquiry-based teaching skills and positive attitudes about inquiry learning. The focus is on five different collaborative technology-enhanced pedagogies: (1) Peer Instruction, (2) collaborative design of conceptual questions with PeerWise, (3) data-driven STEM inquiry via using live data collection and analysis, (4) computer modeling-enhanced inquiry, and (5) collaborative reflection on peer teaching. Teacher-candidates experienced these pedagogical approaches first as learners, then reflected on them as future teachers, and lastly incorporated some of them during the practicum. As a result, teacher-candidates gained experience in promoting technology-enhanced inquiry in STEM education and began developing positive attitudes towards technology-enhanced inquiry-based STEM education.

Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism

2020 ◽  
pp. 002246692095868
Author(s):  
Kristi L. Morin ◽  
Ann Sam ◽  
Brianne Tomaszewski ◽  
Victoria Waters ◽  
Samuel L. Odom
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Large Scale ◽  
Descriptive Statistics ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Learning Modules ◽  
School Based ◽  
Students With Autism ◽  
Selection Of

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine whether there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism.

The Cascading Coaching Model for Supporting Service Providers, Caregivers, and Children

2019 ◽  
Vol 54 (2) ◽  
pp. 113-125 ◽  
Author(s):  
Hedda Meadan ◽  
Moon Y. Chung ◽  
Michelle M. Sands ◽  
Melinda R. Snodgrass
Keyword(s):  
Professional Development ◽  
Service Providers ◽  
Single Case ◽  
Change Agents ◽  
Functional Relation ◽  
Development Program ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Coaching Model ◽  
Young Children With Disabilities

Teaching caregivers to support their young children’s language development is recommended as an effective early language intervention, and caregiver-implemented interventions are recognized as evidence-based. However, as the natural change agents for training and coaching caregivers, early intervention (EI) service providers are in need of professional development to effectively coach caregivers to use interventions with their child. The purpose of this study was to examine the Coaching Caregivers Professional Development program (CoCare PD) in which researchers train and coach EI service providers via telepractice in caregiver coaching, a set of skills useful in nurturing partnerships with families to support caregivers’ use of evidence-based practices with their young children with disabilities. A single-case research study across four EI service providers was conducted and findings support a functional relation between training and coaching EI service providers via telepractice and providers’ use of coaching practices with families on their caseload.

scholarly journals Utilisation of evidence-based practices by ASD early intervention service providers

Autism ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 167-180 ◽  
Author(s):  
Jessica M Paynter ◽  
Sarah Ferguson ◽  
Kathryn Fordyce ◽  
Annette Joosten ◽  
Sofia Paku ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Intervention ◽  
Online Survey ◽  
Service Providers ◽  
Future Research ◽  
Evidence Based ◽  
Sources Of Information ◽  
Evidence Based Practices ◽  
Attitudinal Factors ◽  
Intervention Service

A number of autism intervention practices have been demonstrated to be effective. However, the use of unsupported practices persists in community early intervention settings. Recent research has suggested that personal, professional and workplace factors may influence intervention choices. The aim of this research was to investigate knowledge and use of strategies, organisational culture, individual attitudes, sources of information and considerations informing intervention choices by early intervention providers. An online survey was completed by 72 early intervention providers from four organisations across Australia. Providers reported high levels of trust and access of information from internal professional development, therapists and external professional development. A range of considerations including child factors, family values and research were rated as important in informing intervention choices. Participants reported greater knowledge and use of evidence-based and emerging practices than unsupported. Levels of use were linked to levels of knowledge, as well as some organisational and attitudinal factors. Areas for future research and implications are discussed.

scholarly journals Secondary Teacher Candidates’ Mathematical Modeling Task Design and Revision

Mathematics ◽  
2021 ◽  
Vol 9 (22) ◽  
pp. 2933
Author(s):  
Dong-Joong Kim ◽  
Sang-Ho Choi ◽  
Younhee Lee ◽  
Woong Lim
Keyword(s):  
Mathematical Modeling ◽  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Task Design ◽  
Secondary Teacher ◽  
Scoring Rubrics ◽  
Design Activities ◽  
Support Teacher ◽  
Modeling Task

The purpose of this study is to investigate secondary teacher candidates’ experience of mathematical modeling task design. In the study, 54 teacher candidates in a university-based teacher education program created modeling tasks and scoring rubrics. Next, the participants pilot-tested the tasks with students and had the opportunity to revise the original tasks and rubrics based on student responses. The data included participants’ statements, in which they described and reflected on the design and revision process of modeling tasks. The study describes six didactic revision strategies in revising modeling tasks and identifies five emerging pedagogical ideas from revising tasks and rubrics. The study also discusses the way modeling task design activities have the potential to support teacher candidates’ learning through a bottom-up modeling curriculum in teacher education.

scholarly journals Practitioner Experiences in Teacher Education Partnerships: Examining Practice in an Accredited Professional Development School

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Jennifer Roth ◽  
Derek Decker ◽  
Donna Cooner
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Focus Group ◽  
Teacher Candidates ◽  
Positive Impact ◽  
Professional Development School ◽  
Theory And Practice ◽  
Clinical Experiences ◽  
Professional Dispositions ◽  
Focus Group Methodology

In this qualitative study, practitioner researchers used focus group methodology to collect clinical partnership stakeholders’ descriptions of their understanding of rich practitioner practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that was analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates’ development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as the key components in a clinical partnership.

scholarly journals Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

2021 ◽  
Vol 31 (1) ◽  
Author(s):  
Lindsey Chapman ◽  
Chelsea Morris ◽  
Katy Green
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Vital Role ◽  
Teacher Preparation Program ◽  
Practitioner Inquiry ◽  
Pedagogical Practice ◽  
Multilingual Students ◽  
Speakers Of Other Languages

Formal preparation and professional development with an explicit focus on the teaching of English to Speakers of Other Languages (ESOL) is essential. Thus, teacher preparation programs play a vital role in meeting this pressing need. Practitioner inquiry has the potential to be a powerful anchor in clinical field experiences for teacher candidates working with emergent bilingual/multilingual students (EB). The purpose of this paper is to present practitioner inquiry as a promising pedagogical practice for teacher education, drawing from examples of implementation in an elementary, preservice teacher preparation program that leads to state credentialing in ESOL. Opportunities and challenges related to the use of this practice with teacher candidates, as well as recommendations, are discussed. Keywordspractitioner inquiry, professional development, teacher education, English to Speakers of Other Languages (ESOL), bilingual/multilingual students

Utilizing Collaborative Teacher Inquiry to Enhance Daily Teaching Practices in K-12 Classrooms

2021 ◽  
Vol 4 (1) ◽  
pp. 17-29
Author(s):  
Kristin A. Kurtzworth-Keen ◽  
Kelly A. Harper
Keyword(s):  
Professional Development ◽  
Culturally Diverse ◽  
Linguistic Diversity ◽  
Learning Opportunities ◽  
Teacher Inquiry ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Diverse Classrooms ◽  
Teacher Professional ◽  
K 12

This article describes an inquiry-based research study focused on teacher professional development and utilizing evidence-based practices in everyday teaching to enhance learning opportunities for students in linguistically and culturally diverse classrooms. During a year-long professional development series entitled Embracing All Children: Addressing Cultural and Linguistic Diversity in Our Schools teachers were provided with an inquiry-based framework to apply evidence-based practices presented during professional development sessions into their daily teaching. Teachers gained knowledge of evidence-based practices during monthly sessions while simultaneously participating in collaborative teacher inquiry research groups. The teachers applied new instructional methods in their daily practices while utilizing an inquiry-based action research model to monitor and self-evaluate the effectiveness of their teaching. The findings suggest professional development paired with ongoing opportunities for collaborative teacher inquiry can move evidence-based practices into everyday teaching.

scholarly journals Exploring Postsecondary Biology Educators’ Planning for Teaching to Advance Meaningful Education Improvement Initiatives

2018 ◽  
Vol 17 (3) ◽  
pp. ar37
Author(s):  
Jana L. Bouwma-Gearhart ◽  
John D. Ivanovitch ◽  
Ellen M. Aster ◽  
Andrew M. Bouwma
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Instructional Planning ◽  
Evidence Based ◽  
Comfort Zone ◽  
Teaching Improvement ◽  
Instructional Resources ◽  
Evidence Based Practices ◽  
Education Improvement ◽  
Postsecondary Science

This paper attends to challenges for postsecondary science education improvement initiatives, notably understanding and responding to the realities guiding educators’ teaching practices. We explored 16 postsecondary biology educators’ instructional planning, providing novel insights into why educators select certain strategies over others, including lecturing. Our findings point to an array of factors that educators consider, factors that we believe push against the lecture versus active-learning dichotomy that we hear in some improvement rhetoric. We recommend professional development experiences (including peer evaluations of teaching) wherein educators and other proponents for teaching improvements explicitly explore rationales for teaching, including educators’ considerations of the nature of the discipline (content and concepts and skills and processes) and students’ needs. Educators with less experience with content were more likely to seek out additional instructional resources during planning, including other educators. Given this, teaching improvement proponents may want to offer professional development activities that sync with periodic and planned teaching assignments that take educators out of their disciplinary knowledge comfort zone. Disciplinary colleagues might serve as exemplars of planning and implementing teaching strategies that both convey foundational content and processes and engage students via evidence-based practices.

Sign in / Sign up

Export Citation Format

Share Document