Educational Reform and Professional Development

2013 ◽  
pp. 295-320
Keyword(s):  
Professional Development ◽  
Educational Reform

Teachers’ Professional Development in a Climate of Educational Reform

1993 ◽  
Vol 15 (2) ◽  
pp. 129-151 ◽  
Author(s):  
Judith Warren Little
Keyword(s):  
Professional Development ◽  
Educational Reform ◽  
Subject Matter ◽  
Classroom Practice ◽  
School Organization ◽  
Reform Initiatives ◽  
Coaching Model ◽  
Development Policies ◽  
Teachers Professional Development ◽  
Policies And Practices

This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to embody six principles that stand up to the complexity of reforms in subject matter teaching, equity, assessment, school organization, and the professionalization of teaching. The principles form criteria for assessing professional development policies and practices.

Integrating Research and Development in the National Schools Network

1996 ◽  
Vol 40 (3) ◽  
pp. 302-310 ◽  
Author(s):  
James G. Ladwig ◽  
Vivienne White
Keyword(s):  
Professional Development ◽  
Research And Development ◽  
Educational Reform ◽  
Teaching And Learning ◽  
Organisational Change ◽  
Systematic Research ◽  
Development Programs ◽  
National Network ◽  
Reform Agenda ◽  
Teacher Professional

Amidst a host of recent teacher professional development initiatives in Australia, the National Schools Network (NSN) can be seen as a major educational reform program. Funded by the commonwealth and state systems, the NSN is a national network providing support for over 200 Australian schools that are rethinking their work organisations and teaching and learning practices in order to improve learning outcomes for students and teachers. A key aspect of the NSN's work has been to link the professional development of teachers with a systematic research program which focuses on issues of organisational change and restructuring. This paper reports on the ongoing development of the NSN, place its work within the larger national and international educational reform agenda, and provides an overview of the Network's strategic rationale for its research and development programs.

Professional Development: Teachers' Communication and Collaboration Keys to Student Achievement

1995 ◽  
Vol 1 (6) ◽  
pp. 454-458
Author(s):  
Helene J. Sherman ◽  
Thomas Jaeger
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Educational Reform ◽  
Mathematics Teaching ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Professional Satisfaction ◽  
Evaluation Standards ◽  
Instructional Changes

The curriculum and evaluation standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991) have served as both stimuli for, and responses to, numerous formal and informal programs, conferences, and conversations calling for educational reform and improvement in mathematics teaching. After all the plans are drawn and all the objectives are written, however, reform is most likely to occur and make a lasting difference when teachers are aware of the need for improvement, have a voice in planning it, and derive a real sense of professional satisfaction from implementing the instructional changes.

scholarly journals Beneath the Tip of the Iceberg: The Teacher’s Changing Role in Light of the Israeli ‘Meaningful Learning’ Reform

2019 ◽  
pp. 329-338
Author(s):  
Ima Fahoum
Keyword(s):  
Professional Development ◽  
Educational Reform ◽  
21St Century ◽  
Meaningful Learning ◽  
Ministry Of Education ◽  
Teacher’S Role ◽  
Current Article ◽  
Teacher's Role ◽  
Teachers Professional Development ◽  
Changing Role

To cope with the challenges of the 21st century, a new Israeli educational reform, “Israel is moving up a grade” (known as Israel Ola Kita), was announced in 2014 by the former Minister of Education, Shai Piron, with the aim of assimilating the principles of meaningful learning in schools. A publication of the Ministry of Education, Something Good is Happening Now (2014) presented the policy and milestones for realizing the reform across the educational continuum.The current article highlights the complexities involved in the underlying reform principles concerning the change in the teacher’s role and argues the urgent need for considerations of these complexities through an expanded view of teachers’ professional development (TPD)with the aim of promoting deep-seated change rather than a superficial ‘signaling’ of the reform.

Implementing the Professional Standards for Teaching Mathematics: Systemic Reform: A New Mantra for Professional Development

1996 ◽  
Vol 89 (7) ◽  
pp. 584-587
Author(s):  
Madeleine J. Long
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Educational Reform ◽  
Systemic Reform ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Educational Progress ◽  
New Ideas

Like a huge pendulum that indiscriminately sweeps aside everything in its path, educational reform sometimes adopts new ideas and approaches without fully understanding their implications for teachers, for programs, and, most important, for students. Too often, educators jump on the bandwagon, forgetting the complexities of educational progress and engaging in either-or thought and decision making.

scholarly journals Increasing the Angle of Educational Reform in Pakistan through Professional Development

2004 ◽  
Vol 14 (1) ◽  
Author(s):  
Nilofar Vazir ◽  
Alan Wheeler
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
Educational Reform ◽  
Teaching And Learning ◽  
Professional Development Model ◽  
Professional Development Needs ◽  
Teacher Professional ◽  
Ongoing Support ◽  
The Impact ◽  
Development And Evolution

This paper documents the development of a “grassroots” teacher professional development model from Pakistan and region designed around three critical aspects: (a) the impact on classroom teaching and learning, (b) the provision for capacity building, and (c) a mechanism for ongoing support and sustainability. The development and evolution of the innovation is presented in terms of three stages designed to increase the angle of educational reform through total school improvement. The implications of the model as a promising prototype are discussed in relation to the wider professional development needs of teachers in the developing world.

Technology Integration and Urban Schools

2012 ◽  
pp. 244-256
Author(s):  
Terry T. Kidd ◽  
Jared Keengwe
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Public Schools ◽  
Urban Schools ◽  
Educational Reform ◽  
Instructional Practices ◽  
Economic Status ◽  
Policy Makers ◽  
Educational Stakeholders ◽  
Social Economic Status

With the call for educational reform in American public schools, various school districts have embarked on the process of reforming classroom instructional practices through technology to enhance quality education and student learning. This article explores the implications for educational technology practices within the context of urban schools. Additionally, this article highlights the need for administrators, policy makers and other educational stakeholders to reflect on effective ways to eliminate inequities and the gaps that exist between high and low Social Economic Status (SES) schools and teachers related to practices, resources, training, and professional development.

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