Moving from Theory to Practice

2016 ◽  
Vol 7 (2) ◽  
pp. 28-43
Author(s):  
Lisa-Marie Bald ◽  
Judith A. Orth ◽  
Kathleen M. Hargiss
Keyword(s):  
Professional Development ◽  
Learning Styles ◽  
Mobile Devices ◽  
Teaching Reading ◽  
Collegial Interactions ◽  
Theory To Practice ◽  
Emerging Themes ◽  
Adult Learning Styles

Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption.

Moving From Theory to Practice

TPACK ◽  
2019 ◽  
pp. 439-456
Author(s):  
Lisa-Marie Bald ◽  
Judith A. Orth ◽  
Kathleen M. Hargiss
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Adult Learning ◽  
Learning Styles ◽  
Mobile Devices ◽  
Collegial Interactions ◽  
Theory To Practice ◽  
Adult Learning Styles

Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption.

Learning Transfer: The Missing Linkage to Effective Professional Development

2020 ◽  
Vol 23 (3) ◽  
pp. 32-47
Author(s):  
Corinne Brion
Keyword(s):  
Professional Development ◽  
Middle School ◽  
School Improvement ◽  
Learning Transfer ◽  
Educational Leaders ◽  
Multidimensional Model ◽  
Effective Professional Development ◽  
American Schools

This case study illustrates the perspectives of leaders and teachers regarding professional development and learning transfer as they relate to school improvement. The case study is set in a Midwestern middle school that is representative of many other American schools. It encourages future administrators to participate in meaningful conversations about effective professional development and learning transfer. The hope is to better understand how school leaders can plan, assess, and follow up post professional development events using a Multidimensional Model of Learning Transfer (MMLT). The case poses questions designed to prepare educational leaders to provide effective professional development for their teachers.

Using an Observation Cycle for Helping Teachers Integrate Technology

2014 ◽  
pp. 999-1009
Author(s):  
Julia S. Fuller ◽  
Barry A. Bachenheimer
Keyword(s):  
Professional Development ◽  
Technology Training ◽  
Class Discussion ◽  
Simulated Case ◽  
Integrate Technology ◽  
Definition Of ◽  
Development Literature ◽  
Supporting Teachers

The purpose of this chapter is to present a simulated case study for class discussion about supporting teachers with technology integration. The study frames the authors' definition of educational technology by focusing on research-based technology training and follow-up observation cycles for facilitating teachers' application of technology into instruction. Readers should consider the importance of utilizing professional development to support teachers via technology training geared toward integration of specific digital tools and instructional strategies. The instructional design of the study includes a focus on adult learning assumptions (Knowles et al., 1998) and elements found in the professional development literature: (a) content focus, (b) active learning, (c) coherence, (d) duration, and (e) collective participation (Desimone, 2009). Additionally, the use of observation cycles (Danielson, 2007) in this case study emphasizes collaborative planning and feedback opportunities for helping teachers integrate technology, as well as promotes further analysis of the case.

Using an Observation Cycle for Helping Teachers Integrate Technology

2013 ◽  
pp. 69-84
Author(s):  
Julia S. Fuller ◽  
Barry A. Bachenheimer
Keyword(s):  
Professional Development ◽  
Technology Training ◽  
Class Discussion ◽  
Simulated Case ◽  
Integrate Technology ◽  
Definition Of ◽  
Development Literature ◽  
Supporting Teachers

The purpose of this chapter is to present a simulated case study for class discussion about supporting teachers with technology integration. The study frames the authors’ definition of educational technology by focusing on research-based technology training and follow-up observation cycles for facilitating teachers’ application of technology into instruction. Readers should consider the importance of utilizing professional development to support teachers via technology training geared toward integration of specific digital tools and instructional strategies. The instructional design of the study includes a focus on adult learning assumptions (Knowles et al., 1998) and elements found in the professional development literature: (a) content focus, (b) active learning, (c) coherence, (d) duration, and (e) collective participation (Desimone, 2009). Additionally, the use of observation cycles (Danielson, 2007) in this case study emphasizes collaborative planning and feedback opportunities for helping teachers integrate technology, as well as promotes further analysis of the case.

Something for Everyone

2012 ◽  
pp. 341-360
Author(s):  
Susan Swogger
Keyword(s):  
Learning Styles ◽  
Development Project ◽  
Collection Development ◽  
Professional Schools ◽  
Chapel Hill ◽  
Wide Range ◽  
Print Materials ◽  
The University

This chapter describes a broad anatomy collection development project undertaken by the Health Sciences Library of the University of North Carolina at Chapel Hill. The project included the selection of a wide range of new electronic resources and print materials to fully support the breadth of program needs and learning styles. As a case study, it provides ample opportunity to discuss strategies and best practices for materials selection to support multiple professional schools with similar but distinct curriculum needs. It also allows discussion of an equally critical but occasionally neglected aspect of collection development—marketing the resources to the users and continuing follow-up.

Developing in-service teachers’ pedagogical knowledge of CALL through project-oriented tasks: The case of an online professional development course

ReCALL ◽  
2021 ◽  
pp. 1-16
Author(s):  
Fatemeh Nami
Keyword(s):  
Professional Development ◽  
Qualitative Case Study ◽  
Project Based Learning ◽  
Potential Contribution ◽  
Materials Development ◽  
Integration Strategies ◽  
Development Course ◽  
Technology Review

Abstract The growing popularity of online CALL professional development (PD) courses and programs has necessitated a more in-depth look into their design. For so doing, a qualitative case study was carried out to explore how project-based learning (PBL) contributes to six in-service teachers’ CALL PD. Drawing on data obtained from technology-review projects and follow-up discussions, it was observed that the experience of review, reflection, and discussion enhanced participants’ technological knowledge, along with their attention to the affordances and constraints of different tools, their application for materials development or selection, and CALL evaluation. The potential contribution of this study to PD research lies in the account of how inquiry-oriented projects can be defined into the design of a CALL PD. The integration strategies are applicable for online PD attempts across various contexts.

scholarly journals Students’ reflections in teaching practicum: A case study of EFL pre-service teachers

2020 ◽  
Vol 10 (2) ◽  
pp. 268-289
Author(s):  
Dwi Riyanti
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Teacher Candidates ◽  
Journal Writing ◽  
Qualitative Case Study ◽  
Good Practice ◽  
Teaching Practicum ◽  
Emerging Themes ◽  
Teachers Professional Development

The importance of reflection in enhancing teachers’ professional development has been widely acknowledged. Yet, little is known about how EFL pre-service teachers do reflection and how they perceive reflective practice as one of the tools to improve their professional development. The current study attempts to address this gap by investigating how EFL pre-service teachers reflect on their teaching performances and perceive their reflective practices. Employing a qualitative case study, the study involved six teacher candidates who were taking microteaching. The data were gathered from an open-ended questionnaire made by the author, journal writing, participants' analysis on the videos of their teaching performances, and an interview with each participant. To triangulate the data, classroom observations and document analysis were also conducted. The obtained data were analyzed thematically based on emerging themes. The findings show that the participants did reflections in different stages of their teaching performances, reflecting on the surface level. In terms of how they view a reflection, the research participants perceive a reflection as a good practice because it gives them opportunities to look back and scrutinize what they did during their teaching practicum.

TPACK and Teachers of Spanish: Development of a Theory-Based Joint Display in a Mixed Methods Research Case Study

2017 ◽  
Vol 13 (2) ◽  
pp. 163-178 ◽  
Author(s):  
Carolina Bustamante
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Data Integration ◽  
Web 2.0 ◽  
Mixed Methods Research ◽  
Data Merging ◽  
Quantitative Results

This article describes the development of a joint display in a mixed methods research case study, using a theoretical framework as the start point. A case study of professional development on Web 2.0 technologies for teachers of Spanish illustrates how the qualitative results from interviews, observations, and documents, and quantitative results from pre, post, and follow-up surveys were integrated via a joint display using the TPACK model. The discussion focuses on the role of joint displays in data merging and how they facilitate the representation of fit of data integration, enriching the results in convergent designs.

scholarly journals Examining the pace of change in contraceptive practices in abortion services – a follow-up case study of a quality improvement collaborative

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Helena Kilander ◽  
Jan Brynhildsen ◽  
Siw Alehagen ◽  
Johan Thor
Keyword(s):  
Professional Development ◽  
Quality Improvement ◽  
Control Charts ◽  
User Involvement ◽  
Statistical Control ◽  
Quality Improvement Collaborative ◽  
Contraceptive Services ◽  
Post Abortion

Abstract Background Among all women who experienced an abortion in Sweden 2017, 45% had previously underwent at least one abortion. This phenomenon of increasing rates of repeat abortions stimulated efforts to improve contraceptive services through a Quality Improvement Collaborative (QIC) with user involvement. The participating teams had difficulty in coordinating access post-abortion to the most effective contraception, Long-acting reversible contraception (LARC), during the eight-month QIC. This prompted questions about the pace of change in contraceptive services post-abortion. The aim of the study is to evaluate the evolution and impact of QIC changes regarding patient outcomes, system performance and professional development over 12 months after a QIC designed to enhance contraceptive services in the context of abortion. Methods This follow-up case study involves three multi-professional teams from abortion services at three hospitals in Sweden, which participated in a QIC during 2017. We integrated qualitative data on the evolution of changes and quantitative data regarding the monthly proportion of women initiating LARC, analysed in statistical control charts from before the QIC up until 12 months after its conclusion. Results Teams A and B increased the average proportion of women who initiated LARC within 30 days post abortion in the 12 months after the QIC; Team A 16–25%; Team B 20–34%. Team C achieved more than 50% in individual months but not consistently in the Post-QIC period. Elusive during the QIC, they now could offer timely appointments for women to initiate LARC more frequently. Team members reported continued focus on how to create trustful relationships when counseling women. They described improved teamwork, leadership support and impact on organizing appointments for initiating LARC following the QIC. Conclusions QIC teams further improved women’s timely access to LARC post abortion through continued changes in services 12 months after the QIC, demonstrating that the 8-month QIC was too short for all changes to materialize. Teams simultaneously improved women’s reproductive health, health services, and professional development.

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