scholarly journals Teacher Professional Development and Student Achievement in a Developing Country

2021 ◽  
Vol 12 (10) ◽  
pp. 2283-2300
Author(s):  
Matthieu W. Yangambi
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Developing Country ◽  
Teacher Professional Development ◽  
Teacher Professional

scholarly journals Does professional development for teachers impact student behavior utilizing class-wide function-related intervention teams?

2021 ◽  
Author(s):  
◽  
April Phillips
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Retention ◽  
Teacher Professional Development ◽  
Student Behavior ◽  
Intervention Program ◽  
Academic Experiences ◽  
Office Referrals ◽  
Intervention Teams ◽  
Teacher Professional

Students who disrupt the classroom due to externalizing behaviors can impact all of these, but more importantly, these behaviors interrupt student learning. Due to these stressors, the purpose of this study was to explore how a behavior intervention program, Class-Wide Function-related Intervention Teams (CW-FIT), within the scope of teacher professional development, can impact students' behaviors, improve teacher retention, and ultimately improve academic experiences in a suburban elementary school in Southwest Missouri. The mixed-methods study used a convergent mixed method design to explore how the CW-FIT impacted behaviors of elementary students. It also examined the correlation, if any, between teacher professional development of the CW-FIT and office referrals, teacher retention, and student achievement. Participants in this research study started with 12 elementary teachers and 10 classrooms. After the Pandemic began, the study continued in the fall of 2020 and included 11 teachers and nine classrooms (from third to fifth grade). Analysis of observation results, documents, and interviews, found that CW-FIT positively impacted student behavior in the participating elementary classrooms. Evidence showed the need for PD, how the CW-FIT increased student achievement through student engagement and teacher praise, and on-task behavior.

Professional Development for Quality Teaching and Learning

2016 ◽  
pp. 652-677
Author(s):  
Cathy G. Powell ◽  
Yasar Bodur
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Professional Development ◽  
Value Added ◽  
High Stakes Testing ◽  
Quality Teaching ◽  
High Stakes ◽  
Teacher Professional ◽  
Standards Movement ◽  
Embedded Professional Development

Quality teaching and student achievement have been the focus of much debate and research throughout the American education system. Despite implementation of teacher professional development, concerns remained about its effectiveness regarding quality teaching and student achievement. Thus, a paradigm shift ensued to promote effective, on-going capacity-building teacher professional development, known as job-embedded professional development. Educational milieus experienced reforms ranging from high-stakes testing to the standards movement, and recently, teacher evaluations incorporating value-added measures, all of which underscore professional development significance. The purpose of this chapter is to review, analyze, and synthesize current literature on teacher professional development, the need for job-embedded professional development, implementation challenges, and the relationship between teacher professional development and student learning outcomes. The chapter also examines gaps in the literature, followed by solutions, recommendations, and future research directions.

Professional Development for Quality Teaching and Learning

2016 ◽  
pp. 144-170
Author(s):  
Cathy G. Powell ◽  
Yasar Bodur
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Professional Development ◽  
Value Added ◽  
High Stakes Testing ◽  
Quality Teaching ◽  
High Stakes ◽  
Teacher Professional ◽  
Standards Movement ◽  
Embedded Professional Development

Quality teaching and student achievement have been the focus of much debate and research throughout the American education system. Despite implementation of teacher professional development, concerns remained about its effectiveness regarding quality teaching and student achievement. Thus, a paradigm shift ensued to promote effective, on-going capacity-building teacher professional development, known as job-embedded professional development. Educational milieus experienced reforms ranging from high-stakes testing to the standards movement, and recently, teacher evaluations incorporating value-added measures, all of which underscore professional development significance. The purpose of this chapter is to review, analyze, and synthesize current literature on teacher professional development, the need for job-embedded professional development, implementation challenges, and the relationship between teacher professional development and student learning outcomes. The chapter also examines gaps in the literature, followed by solutions, recommendations, and future research directions.

scholarly journals Assessment of Professional Development by Teachers and Administrators: An examination of the literature in the context of one case study

2010 ◽  
Vol 45 (1) ◽  
pp. 81-92
Author(s):  
Marjorie J. Hinds ◽  
Marie Josée Berger
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Secondary School ◽  
Teacher Professional Development ◽  
Secondary School Teachers ◽  
Literacy Program ◽  
School Teachers ◽  
Teacher Professional ◽  
Improving Student Achievement

The focus of this article is teacher professional development. The article examines literature related to teacher professional development and methods of measuring its impact. In order to ground the discussion, the article focuses on a case study that captures the perspectives of Ontario secondary school teachers and their administrators as they implement a literacy program targeted at improving student achievement.

scholarly journals Raising Rural Student Achievement in Science Through Online Inquiry Based Teacher Professional Development

2008 ◽  
Vol 22 (S1) ◽  
Author(s):  
Timothy John Bradshaw ◽  
Jessica Cunningham ◽  
Sally Shafer ◽  
Kelly Bradley ◽  
Joseph Straley ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Professional Development ◽  
Teacher Professional ◽  
Rural Student

Making Sense of the Links: Professional Development, Teacher Practices, and Student Achievement

2009 ◽  
Vol 111 (2) ◽  
pp. 573-596
Author(s):  
Marjorie R. Wallace
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Preparation ◽  
Teacher Professional Development ◽  
Teacher Practice ◽  
Teacher Practices ◽  
Data Sets ◽  
Data Set ◽  
Teacher Professional ◽  
K 12

Background/Context Although there is substantial evidence that high-quality professional development can improve teacher practices, less evidence exists for the effects of teacher professional development on intermediate outcomes, such as teacher practices, and their ultimate effects on K–12 student achievement. This work links professional development through teacher practices to examine their separate and combined effects on student achievement. Research Questions When teacher characteristics and teacher preparation program are controlled, what are the effects of teacher professional development on (1) teacher practices in mathematics and reading, and (2) subsequent student mathematics and reading achievement? Population The study uses students (n = 1,550–6,408) nested within teachers (n = 168–1,029) from six existing databases, two from the 2000 Beginning Teacher Preparation Survey conducted in Connecticut and Tennessee, and four from the National Assessment of Educational Progress (NAEP Mathematics 1996, 2000, and NAEP Reading 1998, 2000). Research Design This quantitative study employed a hybrid structural equation model built based on relationships indicated by the literature. Using extant large-scale data sets, the model was first tested using the smallest data set and then confirmed using successively larger state and national data sets. Conclusions Professional development has moderate effects on teacher practice and very small but sometimes significant effects on student achievement when the effects of professional development are mediated by teacher practice. In spite of differences in samples, academic subjects, and assessments, the effects of professional development on teacher practice and student achievement persist and are remarkably similar across analyses.

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